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 11 - 15 จาก 30
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... considered more tentative, but the researcher did not get positive results. Parallel concordancer This study examined improvement in French learners' lexicogrammatical knowledge of two words in French (Bodin 2002). The two words, dont ...
... considered more tentative, but the researcher did not get positive results. Parallel concordancer This study examined improvement in French learners' lexicogrammatical knowledge of two words in French (Bodin 2002). The two words, dont ...
หน้า
... considered good by the criterion of prompting negotiation of meaning. The analysis did not indicate whether the points of negotiation resulted in acquisition or how these tasks would compare with the negotiation of meaning in face-to ...
... considered good by the criterion of prompting negotiation of meaning. The analysis did not indicate whether the points of negotiation resulted in acquisition or how these tasks would compare with the negotiation of meaning in face-to ...
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... considered somewhat of an overstatement today, as the number of published studies making use of such data increases. At the same time, however, researchers and critics alike would probably agree that basic principles underlying such ...
... considered somewhat of an overstatement today, as the number of published studies making use of such data increases. At the same time, however, researchers and critics alike would probably agree that basic principles underlying such ...
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... considered by the interaction analyst as mouse clicks and glosses whereas the discourse analyst would attempt to consider the functional meaning of each of the moves. Functional descriptions of learner-computer interactions have not ...
... considered by the interaction analyst as mouse clicks and glosses whereas the discourse analyst would attempt to consider the functional meaning of each of the moves. Functional descriptions of learner-computer interactions have not ...
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... considered simultaneously. In discussing these inferences, I will rely on the notation introduced above to signify the sequence of moves that comprise the data of interest. Text 2 is repeated in Figure 4.3 within Notation A. Notation B ...
... considered simultaneously. In discussing these inferences, I will rely on the notation introduced above to signify the sequence of moves that comprise the data of interest. Text 2 is repeated in Figure 4.3 within Notation A. Notation B ...
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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