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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They argue not against 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,
...
They argue not against 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,
...
˹éÒ
... tone” (Bowers 2000:4) of the technologists who take “for granted the Western
myths that represent change as linear, progressive, and evolutionary and view
themselves as spokespersons for an emergent universal culture” (Bowers 2000:8
).
... tone” (Bowers 2000:4) of the technologists who take “for granted the Western
myths that represent change as linear, progressive, and evolutionary and view
themselves as spokespersons for an emergent universal culture” (Bowers 2000:8
).
˹éÒ
... knowledge about technological possibilities that could 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”
...
... knowledge about technological possibilities that could 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”
...
˹éÒ
Perspective Implication for ELT Teachers Technologist Technological and
researchers potentials should be educated about Rapid advances in technology
suggest possibilities that could improve or change their work. pervasive access to
and ...
Perspective Implication for ELT Teachers Technologist Technological and
researchers potentials should be educated about Rapid advances in technology
suggest possibilities that could improve or change their work. pervasive access to
and ...
˹éÒ
It is relevant to 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 ...
It is relevant to 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 ...
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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 |