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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Computer-mediated communication The software for computer-mediated
communication, or “CMC” as it is called, can ... Figure 1.2 An example of a screen
for a chat room or a computer-assisted classroom discussion Traditional L2
Tasks ...
Computer-mediated communication The software for computer-mediated
communication, or “CMC” as it is called, can ... Figure 1.2 An example of a screen
for a chat room or a computer-assisted classroom discussion Traditional L2
Tasks ...
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These types of Internet software extend computer-assisted discussion beyond the
time, location – and even the participants – of one classroom. Teachers can also
develop tasks requiring students to communicate by posting, or “publishing” ...
These types of Internet software extend computer-assisted discussion beyond the
time, location – and even the participants – of one classroom. Teachers can also
develop tasks requiring students to communicate by posting, or “publishing” ...
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Throughout these chapters, I am using a variety of terms to signify technology in
applied linguistics, including technology-mediated tasks, computermediated
communication, computer-assisted language learning, and other collocations.
Throughout these chapters, I am using a variety of terms to signify technology in
applied linguistics, including technology-mediated tasks, computermediated
communication, computer-assisted language learning, and other collocations.
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They compared performance on a speaking task of learners who had used the
computer-assisted video materials with and without subtitle options. Learners
who participated in the subtitle condition had the option of choosing to see
subtitles ...
They compared performance on a speaking task of learners who had used the
computer-assisted video materials with and without subtitle options. Learners
who participated in the subtitle condition had the option of choosing to see
subtitles ...
˹éÒ
She concluded that the computer-assisted class discussion format created a
context which was positive for the acquisition of these acts. Focusing on learners'
use of syntax, Kern (1995) noted students' lack of concern for correctness, ...
She concluded that the computer-assisted class discussion format created a
context which was positive for the acquisition of these acts. Focusing on learners'
use of syntax, Kern (1995) noted students' lack of concern for correctness, ...
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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 |