English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyThis 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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... so learners might, for example, sit in the computer lab during the course period
to read and respond to each other's messages discussing a story that they have
read, as illustrated in Figure 1.2, which shows one learner's text partially typed in
...
... so learners might, for example, sit in the computer lab during the course period
to read and respond to each other's messages discussing a story that they have
read, as illustrated in Figure 1.2, which shows one learner's text partially typed in
...
˹éÒ
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral face-to-face Oral face to face, oral
remote, written language language Figure 1.3 Expanding options for L2 tasks
with ...
Participants Familiar Familiar and unfamiliar language users with varying
classmates levels of proficiency Mode Oral face-to-face Oral face to face, oral
remote, written language language Figure 1.3 Expanding options for L2 tasks
with ...
˹éÒ
Figure 1.4 shows an example from the World Wide Web of one part of an ESL
story on the screen with words highlighted indicating links to definitions. Figure
1.5 provides a look at what is behind the hyperlinks, showing how the author
marked ...
Figure 1.4 shows an example from the World Wide Web of one part of an ESL
story on the screen with words highlighted indicating links to definitions. Figure
1.5 provides a look at what is behind the hyperlinks, showing how the author
marked ...
˹éÒ
This left Dan with one major arrangement to make: He had to figure out how to
get his huge dog, Bernie, to their new location. Dan's friends thought that
transporting a 70-pound half-baked idea, but Dan was determined that, crook, his
best ...
This left Dan with one major arrangement to make: He had to figure out how to
get his huge dog, Bernie, to their new location. Dan's friends thought that
transporting a 70-pound half-baked idea, but Dan was determined that, crook, his
best ...
˹éÒ
... differences rather than similarities between classroom teaching and CALL.
CALL has developed a knowledge base distinct from classroom teaching with
separate interest sections in. Insights from the classroom and materials Figure
2.2 The ...
... differences rather than similarities between classroom teaching and CALL.
CALL has developed a knowledge base distinct from classroom teaching with
separate interest sections in. Insights from the classroom and materials Figure
2.2 The ...
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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
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |