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 33
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... ability to record complex processes accurately and unobtrusively means that we can use it to tell us exactly what learners do. However, whilst the general principle is clear, precisely what we should do with this information is not ...
... ability to record complex processes accurately and unobtrusively means that we can use it to tell us exactly what learners do. However, whilst the general principle is clear, precisely what we should do with this information is not ...
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... ability. In the first case, the transcription is made from an audio or video, thereby requiring the researcher to decide about the level of detail to be captured in the transcription, the inclusion of the text, audio, and image from the ...
... ability. In the first case, the transcription is made from an audio or video, thereby requiring the researcher to decide about the level of detail to be captured in the transcription, the inclusion of the text, audio, and image from the ...
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... abilities that are needed to participate successfully in this setting. Gaining an understanding of these abilities was one of the challenges laid out in Chapter 1. Issues in description To make the best use of process data such as those ...
... abilities that are needed to participate successfully in this setting. Gaining an understanding of these abilities was one of the challenges laid out in Chapter 1. Issues in description To make the best use of process data such as those ...
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... ability required for working in computermediated English learning contexts. For example, the way that the experiential meanings are developed in Text 2 shows the need for strategies that do not rely on building a text schema from a ...
... ability required for working in computermediated English learning contexts. For example, the way that the experiential meanings are developed in Text 2 shows the need for strategies that do not rely on building a text schema from a ...
หน้า
... and teaching conduct research attempting to reveal how and why instruction contributes to development of L2 ability. Over the past twenty years an increasingly promising. Chapter 5 The study of L2 learning tasks.
... and teaching conduct research attempting to reveal how and why instruction contributes to development of L2 ability. Over the past twenty years an increasingly promising. Chapter 5 The study of L2 learning tasks.
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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