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 80
หน้า
... constructs that can offer perspectives for research and teaching through technology have a history of theory and ... constructing and implementing materials for teaching and assessing English, and they need to engage in innovative ...
... constructs that can offer perspectives for research and teaching through technology have a history of theory and ... constructing and implementing materials for teaching and assessing English, and they need to engage in innovative ...
หน้า
... construct of method (or more general parameters) associated with classroom teaching may be of limited use for an ... constructing the identity of the learner as either a participant with the right to speak, or a marginal person feeling ...
... construct of method (or more general parameters) associated with classroom teaching may be of limited use for an ... constructing the identity of the learner as either a participant with the right to speak, or a marginal person feeling ...
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... constructing the learning task in such a way that the learner will need to revisit the linguistic form in the input. For example, the two screens illustrated in Figure 2.4 are designed to prompt the learner to repeat the vocabulary ...
... constructing the learning task in such a way that the learner will need to revisit the linguistic form in the input. For example, the two screens illustrated in Figure 2.4 are designed to prompt the learner to repeat the vocabulary ...
หน้า
... construct that has been used in research on classroom tasks, where modifications can be any form of simplification, repetition, clarification, or L1 translation – anything that an interlocutor does during the course of a conversation to ...
... construct that has been used in research on classroom tasks, where modifications can be any form of simplification, repetition, clarification, or L1 translation – anything that an interlocutor does during the course of a conversation to ...
หน้า
... constructed paper reading materials using three experimental formats. One embedded word definitions into the text as appositives, a second supplied marginal glosses, and a third offered the correct gloss alongside an incorrect ...
... constructed paper reading materials using three experimental formats. One embedded word definitions into the text as appositives, a second supplied marginal glosses, and a third offered the correct gloss alongside an incorrect ...
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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