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 32
หน้า
... change in general, but suggest “that envisioned change will not happen or will not be fruitful until people look beyond the simplicities of information and individuals to the complexities of learning, knowledge, judgment, communities ...
... change in general, but suggest “that envisioned change will not happen or will not be fruitful until people look beyond the simplicities of information and individuals to the complexities of learning, knowledge, judgment, communities ...
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... change as linear, progressive, and evolutionary and view themselves as spokespersons for an emergent universal culture” (Bowers 2000:8). The authoritative words of the technologist comprise a plentiful and lush harvest for critical ...
... change as linear, progressive, and evolutionary and view themselves as spokespersons for an emergent universal culture” (Bowers 2000:8). The authoritative words of the technologist comprise a plentiful and lush harvest for critical ...
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... change the profession for the better or worse. At the same time, teachers and researchers should remain skeptical of the precise predictions made within the technologist's “tunnel vision” (Brown & Duguid 2000:1), and should carefully ...
... change the profession for the better or worse. At the same time, teachers and researchers should remain skeptical of the precise predictions made within the technologist's “tunnel vision” (Brown & Duguid 2000:1), and should carefully ...
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... change their work. pervasive access to and use of technology in a very different high-tech Social pragmatist Human practices Imperfect technologies Teachers and researchers in technology use and normal human should carefully analyze ...
... change their work. pervasive access to and use of technology in a very different high-tech Social pragmatist Human practices Imperfect technologies Teachers and researchers in technology use and normal human should carefully analyze ...
หน้า
... changes prompted by technology for English language teaching for three reasons. First, it frequently appeared to me that the students in the computer labs chose to be there because peers were there. They may not have been interested in ...
... changes prompted by technology for English language teaching for three reasons. First, it frequently appeared to me that the students in the computer labs chose to be there because peers were there. They may not have been interested in ...
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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