English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ธ.ค. 2003 - 213 หน้า 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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ผลการค้นหา 6 - 10 จาก 37
หน้า
... Internet communication by providing an in-depth look at how one learner was afforded opportunities for successful use of English through technology. Lam (2000) described the ESL learner, Almon, in the US who began using the Internet as ...
... Internet communication by providing an in-depth look at how one learner was afforded opportunities for successful use of English through technology. Lam (2000) described the ESL learner, Almon, in the US who began using the Internet as ...
หน้า
... 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 reasons...” “It's like this place [the US] isn't my world...” “...now I feel there's ...
... 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 reasons...” “It's like this place [the US] isn't my world...” “...now I feel there's ...
หน้า
... Internet connects learners to a wide range of discussions and information such as the group that Almon, the student in Lam's study, got involved with. Crystal (2001) discusses e-mail, chatgroups, virtual worlds, and the World Wide Web ...
... Internet connects learners to a wide range of discussions and information such as the group that Almon, the student in Lam's study, got involved with. Crystal (2001) discusses e-mail, chatgroups, virtual worlds, and the World Wide Web ...
หน้า
... Internet. Was Almon a typical ESL learner or an odd case? Data gathered and displayed by those working in international marketing suggest that speakers of languages other than English increasingly have access to the Internet. For ...
... Internet. Was Almon a typical ESL learner or an odd case? Data gathered and displayed by those working in international marketing suggest that speakers of languages other than English increasingly have access to the Internet. For ...
หน้า
... Internet speech communities in English. But certainly participation in Internet speech communities in English requires something from the participant in addition to access, interest, authority, and time. What are the language abilities ...
... Internet speech communities in English. But certainly participation in Internet speech communities in English requires something from the participant in addition to access, interest, authority, and time. What are the language abilities ...
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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