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 1 - 5 จาก 41
หน้า
... Conversation analysis 106 Issues in description 107 Use of description 109 Interpretation 111 Inferences about capacities 113 Inferences about tasks 115 Inferences about capacities and tasks 116 Critical discourse analysis 117 Validity ...
... Conversation analysis 106 Issues in description 107 Use of description 109 Interpretation 111 Inferences about capacities 113 Inferences about tasks 115 Inferences about capacities and tasks 116 Critical discourse analysis 117 Validity ...
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... conversations are readily evident in the data that researchers can gather as learners work on CALL tasks. A number of studies have examined such data, but overarching principles remain to be developed for understanding these data from ...
... conversations are readily evident in the data that researchers can gather as learners work on CALL tasks. A number of studies have examined such data, but overarching principles remain to be developed for understanding these data from ...
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... conversation” with a human as long as the human referred to objects within a particular domain (Winograd 1972). The meaning of this work for philosophy, psychology, and engineering have been debated by major figures in these areas (e.g. ...
... conversation” with a human as long as the human referred to objects within a particular domain (Winograd 1972). The meaning of this work for philosophy, psychology, and engineering have been debated by major figures in these areas (e.g. ...
หน้า
... conversations, written texts, and lectures are chosen as sufficiently representative to warrant inclusion. In a general English course, for example, a teacher would be unlikely to choose a conversation between an ostrich rancher and a ...
... conversations, written texts, and lectures are chosen as sufficiently representative to warrant inclusion. In a general English course, for example, a teacher would be unlikely to choose a conversation between an ostrich rancher and a ...
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... conversation would be much more difficult. Salaberry (2000) works toward an analysis that might ultimately help to systematize and understand the moves made in electronic communication through analysis of the sociolinguistic parameters ...
... conversation would be much more difficult. Salaberry (2000) works toward an analysis that might ultimately help to systematize and understand the moves made in electronic communication through analysis of the sociolinguistic parameters ...
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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