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 100
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... chapters, but typically the interest was the technology-applied linguistics connection more generally. The first chapter comes from a combination of lectures introducing the ways in which technology is changing many aspects of the ...
... chapters, but typically the interest was the technology-applied linguistics connection more generally. The first chapter comes from a combination of lectures introducing the ways in which technology is changing many aspects of the ...
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... chapter takes a step toward exploring this reality by addressing one of the most frequently asked questions about technology and language learning: how can computer-assisted language learning be informed by professional knowledge about ...
... chapter takes a step toward exploring this reality by addressing one of the most frequently asked questions about technology and language learning: how can computer-assisted language learning be informed by professional knowledge about ...
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... Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language learning must be justified. In other words, the normal or natural way to learn language would ...
... Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language learning must be justified. In other words, the normal or natural way to learn language would ...
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... chapter includes material from lectures given at the conference of the International Association for Teachers of English as a Foreign Language (IATEFL) in Brighton, England in April 2001; the European Conference for Computer-Assisted ...
... chapter includes material from lectures given at the conference of the International Association for Teachers of English as a Foreign Language (IATEFL) in Brighton, England in April 2001; the European Conference for Computer-Assisted ...
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... Chapter 2. I thank Kees Vaes for his many years of interest and encouragement as well as for his careful editing. It is an honor for me to have this volume appear in the series of Birgit Harley and Jan Hulstijn, to whom I am grateful ...
... Chapter 2. I thank Kees Vaes for his many years of interest and encouragement as well as for his careful editing. It is an honor for me to have this volume appear in the series of Birgit Harley and Jan Hulstijn, to whom I am grateful ...
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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