English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ This book explores implications for applied linguistics of recent developments in technologies used in second language teaching and assessment, language analysis, and language use. Focusing primarily on English language learning, the book identifies significant areas of interplay between technology and applied linguistics, and it explores current perspectives on perennial questions such as how theory and research on second language acquisition can help to inform technology-based language learning practices, how the multifaceted learning accomplished through technology can be evaluated, and how theoretical perspectives can offer insight on data obtained from research on interaction with and through technology. The book illustrates how the interplay between technology and applied linguistics can amplify and expand applied linguists’ understanding of fundamental issues in the field. Through discussion of computer-assisted approaches for investigating second language learning tasks and assessment, it illustrates how technology can be used as a tool for applied linguistics research. |
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... Chapelle. model interactions with a private human tutor. The suggestion is reminiscent of Charniak and McDermott's (1985) provoking statement that the goal of AI was to create a person. And like the claims of his predecessors, Kurzweil's ...
... Chapelle. model interactions with a private human tutor. The suggestion is reminiscent of Charniak and McDermott's (1985) provoking statement that the goal of AI was to create a person. And like the claims of his predecessors, Kurzweil's ...
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... Chapelle. edge and capabilities may be most readily available. It is difficult to imagine that potential on-line learners around the world face fewer obstacles as they attempt to learn English on-line from their homes. The technology ...
... Chapelle. edge and capabilities may be most readily available. It is difficult to imagine that potential on-line learners around the world face fewer obstacles as they attempt to learn English on-line from their homes. The technology ...
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... Chapelle ...the Internet could be looked at as one giant garbage dump: people and organizations dump information in bits and pieces; they also retrieve whatever is of use and interest to them. What is found by scavengers depends on ...
... Chapelle ...the Internet could be looked at as one giant garbage dump: people and organizations dump information in bits and pieces; they also retrieve whatever is of use and interest to them. What is found by scavengers depends on ...
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... Chapelle. heart of Western liberalism – creative, experimental, emancipated from traditions and supposedly altruistic enough to use power only for the betterment of humanity” (p. 118). The critical perspectives represented by Franklin ...
... Chapelle. heart of Western liberalism – creative, experimental, emancipated from traditions and supposedly altruistic enough to use power only for the betterment of humanity” (p. 118). The critical perspectives represented by Franklin ...
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... Chapelle. Table 1.2 Summary of an ESL learner's comments before and after entering Internet discourse communities Before Internet After Internet “English is my biggest problem” “I've improved, it's because of ICQ or e-mail or other ...
... Chapelle. Table 1.2 Summary of an ESL learner's comments before and after entering Internet discourse communities Before Internet After Internet “English is my biggest problem” “I've improved, it's because of ICQ or e-mail or other ...
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ability activity analysis appears applied linguistics approach aspects assessment attempting CALL Cambridge changes Chapelle chapter chat classroom cognitive communication complete comprehension computer-assisted concerning considered consistent construct context conversation correct critical defined definition described discourse discussion effects engage English language evaluation evidence examination example experience Figure focus focused goal grammar idea identify illustrated important inferences input instruction intended interaction interest Internet interpretation issues knowledge language learning language teaching language testing learners listening look materials meaning measure methods move negotiation observation offer opportunities participants particular performance perspective potential practice presented Press principles problem process data production questions reading requires responses role scoring second language acquisition sequences specific suggest Table tasks teachers theoretical theory tion topics types understanding University validation vocabulary writing written