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 11 - 15 จาก 62
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... 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 reasons ...
... 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 reasons ...
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... Table 2.1 under three general types of enhancement. Such enhancements of the linguistic input are intended to transform the language that the learner reads or hears into a potential language lesson. Table 2.1 Types of enhanced input ...
... Table 2.1 under three general types of enhancement. Such enhancements of the linguistic input are intended to transform the language that the learner reads or hears into a potential language lesson. Table 2.1 Types of enhanced input ...
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... at by providing learners a choice between two meanings. However, Ellis' Table 2.2 Benefits of three types of interaction from three. First move: The potential of technology for language learning Theoretical perspectives on interaction.
... at by providing learners a choice between two meanings. However, Ellis' Table 2.2 Benefits of three types of interaction from three. First move: The potential of technology for language learning Theoretical perspectives on interaction.
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... Table 2.2 summarizes the types of interaction that Ellis described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The cells in the table suggest the hypothesized ...
... Table 2.2 summarizes the types of interaction that Ellis described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The cells in the table suggest the hypothesized ...
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... Table 2.3. Table 2.3 Negotation of meaning in synchronous communication Participant Language Instructor What do you think about sustaining life artificially? Student 1 What is “sustaining artifically”? Anyone answer me. Student 2 what's ...
... Table 2.3. Table 2.3 Negotation of meaning in synchronous communication Participant Language Instructor What do you think about sustaining life artificially? Student 1 What is “sustaining artifically”? Anyone answer me. Student 2 what's ...
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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