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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Conrad illustrates the importance of register-specific description with the example
of linking adverbials (e.g. but, however, therefore, etc.) showing how they are
used across three registers: conversation, news reportage, academic language.
Conrad illustrates the importance of register-specific description with the example
of linking adverbials (e.g. but, however, therefore, etc.) showing how they are
used across three registers: conversation, news reportage, academic language.
˹éÒ
For example, teachers and test takers have always questioned the validity of a
test of listening comprehension that requires examinees to listen to lectures and
conversations without any visual cues. A listening test delivered by computer can
...
For example, teachers and test takers have always questioned the validity of a
test of listening comprehension that requires examinees to listen to lectures and
conversations without any visual cues. A listening test delivered by computer can
...
˹éÒ
For example, a chat conversation that is conducted in writing is available for
examination of the ideas and language that have been contributed by the
participants. The teacher can use such a transcript as a springboard for
discussion, ...
For example, a chat conversation that is conducted in writing is available for
examination of the ideas and language that have been contributed by the
participants. The teacher can use such a transcript as a springboard for
discussion, ...
˹éÒ
... many sites for communication among English learners through computer-
mediated communication on the Internet offer opportunities for conversation with
other English speakers. The idea is that even though learners may not be able to
visit ...
... many sites for communication among English learners through computer-
mediated communication on the Internet offer opportunities for conversation with
other English speakers. The idea is that even though learners may not be able to
visit ...
˹éÒ
Upon entering the chat room at Dave's ESL Café, one finds virtual conversations
in progress with a series of “Hi, how are you doing?” type messages. One
suspects that the conversations go beyond greetings at some point, as they do in
the ...
Upon entering the chat room at Dave's ESL Café, one finds virtual conversations
in progress with a series of “Hi, how are you doing?” type messages. One
suspects that the conversations go beyond greetings at some point, as they do in
the ...
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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 |