English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... described are, of course, only as good as the theory they are derived from. Observations of learning processes cannot be equated with evidence about learning outcomes. They provide a different and useful perspective, but they do not ...
... described are, of course, only as good as the theory they are derived from. Observations of learning processes cannot be equated with evidence about learning outcomes. They provide a different and useful perspective, but they do not ...
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... described in Chapter 3 that used voice chat for learners completing communication tasks from a distance. Consistent with the approach to task design, both studies investigated negotiation of meaning as one means of operationalizing task ...
... described in Chapter 3 that used voice chat for learners completing communication tasks from a distance. Consistent with the approach to task design, both studies investigated negotiation of meaning as one means of operationalizing task ...
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... described in everyday terms such as listening to a lecture, or making an airline reservation. The task process might also be characterized as a genre such as a lecture or a service encounter, i.e., a culturally recognized type of ...
... described in everyday terms such as listening to a lecture, or making an airline reservation. The task process might also be characterized as a genre such as a lecture or a service encounter, i.e., a culturally recognized type of ...
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... described in this and previous chapters used the interactionist task features to define jigsaw Internet tasks, for example, and then looked for negotiation of meaning in the data. That set of task characteristics was neutral, however ...
... described in this and previous chapters used the interactionist task features to define jigsaw Internet tasks, for example, and then looked for negotiation of meaning in the data. That set of task characteristics was neutral, however ...
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... described her epiphany as a critical examiner of educational technology when she, as a designer of educational software, realized the emptiness of the language used to paint a positive image of the technologies she was presenting to ...
... described her epiphany as a critical examiner of educational technology when she, as a designer of educational software, realized the emptiness of the language used to paint a positive image of the technologies she was presenting to ...
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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