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 13
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... complete, it is an essential tool for identifying individual differences in learners' behavior that have implications for design and use of the environment. For example, a consistent finding in this work is the variation in the degree ...
... complete, it is an essential tool for identifying individual differences in learners' behavior that have implications for design and use of the environment. For example, a consistent finding in this work is the variation in the degree ...
หน้า
... complete without mentioning the need to justify them. Researchers in language assessment and educational measurement recognize principles and procedures for justifying such inferences. These are the principles and procedures of ...
... complete without mentioning the need to justify them. Researchers in language assessment and educational measurement recognize principles and procedures for justifying such inferences. These are the principles and procedures of ...
หน้า
... complete the task correctly Control Amount of influence participants have on the task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy, and complexity, require another look at task features because task ...
... complete the task correctly Control Amount of influence participants have on the task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy, and complexity, require another look at task features because task ...
หน้า
... complete through a chat room in which written language was the only mode of communication. She found a number of interesting things when she looked at the language that learners had used. One thing in particular that struck me was that ...
... complete through a chat room in which written language was the only mode of communication. She found a number of interesting things when she looked at the language that learners had used. One thing in particular that struck me was that ...
หน้า
... complete the task and do it correctly? How will the learners' participation be evaluated? stress: stakes Topics and actions The first aspect of the task is defined by five features: goal, topics, processes, cognitive complexity, and ...
... complete the task and do it correctly? How will the learners' participation be evaluated? stress: stakes Topics and actions The first aspect of the task is defined by five features: goal, topics, processes, cognitive complexity, and ...
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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