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 19
หน้า
... correct meaning Opportunities for production and correction Provision for feedback about success in comprehension and production Provision for clear formmeaning relationships Access to repetition in the input Time for planning for ...
... correct meaning Opportunities for production and correction Provision for feedback about success in comprehension and production Provision for clear formmeaning relationships Access to repetition in the input Time for planning for ...
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... correctly to maintain a balance between function, content, and accuracy” (Lee 2001:242). From these and other studies, we can begin to develop some principles for task design if the tasks are intended to prompt negotiation of meaning ...
... correctly to maintain a balance between function, content, and accuracy” (Lee 2001:242). From these and other studies, we can begin to develop some principles for task design if the tasks are intended to prompt negotiation of meaning ...
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... correctly Control Amount of influence participants have on the task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy, and complexity, require another look at task features because task features are theorized ...
... correctly Control Amount of influence participants have on the task (Skehan 1996; Skehan & Foster 2001) sions of proficiency, fluency, accuracy, and complexity, require another look at task features because task features are theorized ...
หน้า
... correct or correct each other on grammar, in sequences of focus on form, before continuing with the task. In this sense, the use of the written mode in the interactive written discourse proved to be significantly different from the ...
... correct or correct each other on grammar, in sequences of focus on form, before continuing with the task. In this sense, the use of the written mode in the interactive written discourse proved to be significantly different from the ...
หน้า
... correctly? How will the learners' participation be evaluated? stress: stakes Topics and actions The first aspect of the task is defined by five features: goal, topics, processes, cognitive complexity, and location. The task goal refers ...
... correctly? How will the learners' participation be evaluated? stress: stakes Topics and actions The first aspect of the task is defined by five features: goal, topics, processes, cognitive complexity, and location. The task goal refers ...
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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