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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Whether the interactional description is done before or after the environment is
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 ...
Whether the interactional description is done before or after the environment is
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 ...
˹éÒ
Validity issues for inferences No discussion of inferences is complete without
mentioning the need to justify them. Researchers in language assessment and
educational measurement recognize principles and procedures for justifying
such ...
Validity issues for inferences No discussion of inferences is complete without
mentioning the need to justify them. Researchers in language assessment and
educational measurement recognize principles and procedures for justifying
such ...
˹éÒ
... speaking/writing vs. reading/listening contrasts Stakes How important it is to
complete the task correctly Control Amount of influence participants have on the
task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy
, ...
... speaking/writing vs. reading/listening contrasts Stakes How important it is to
complete the task correctly Control Amount of influence participants have on the
task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy
, ...
˹éÒ
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
A second example comes from the study by Pellettieri (2000), which was
mentioned in Chapter 2. She designed L2 tasks for learners of Spanish to
complete through a chat room in which written language was the only mode of
communication.
˹éÒ
Relationships relative to information: interactant roles, interactant relationship is it
to 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 ...
Relationships relative to information: interactant roles, interactant relationship is it
to 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 ...
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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 |