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 6 - 10 จาก 22
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... described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The cells in the table suggest the hypothesized benefits to be attained through interaction from each of ...
... described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The cells in the table suggest the hypothesized benefits to be attained through interaction from each of ...
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... described by Chaudron (1988) who explained its use in studies which investigate the behavior of learners in the classroom, often in hopes of showing how the teacher's behavior influences it. Like the interaction of the language ...
... described by Chaudron (1988) who explained its use in studies which investigate the behavior of learners in the classroom, often in hopes of showing how the teacher's behavior influences it. Like the interaction of the language ...
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... described in other studies. One does not have to go any farther than a description of this example to raise questions about its use in language teaching. Text 4. A segment of dialog from an Internet chat group (Werry 1996:58) <ari> ...
... described in other studies. One does not have to go any farther than a description of this example to raise questions about its use in language teaching. Text 4. A segment of dialog from an Internet chat group (Werry 1996:58) <ari> ...
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... described most clearly in work on assessment, particularly from a positivist perspective which sees the mind as separate from observed data, and seeks to theorize causes for observed phenomena. Observed performance on a task is treated ...
... described most clearly in work on assessment, particularly from a positivist perspective which sees the mind as separate from observed data, and seeks to theorize causes for observed phenomena. Observed performance on a task is treated ...
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... described in Chapter 2, particularly if it helps learners to negotiate meaning (Long & Robinson 1998), researchers have been able to set the goal as negotiation of meaning, and then to seek evidence for this goal in the process data as ...
... described in Chapter 2, particularly if it helps learners to negotiate meaning (Long & Robinson 1998), researchers have been able to set the goal as negotiation of meaning, and then to seek evidence for this goal in the process data as ...
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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