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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 6 - 10 ¨Ò¡ 22
˹éÒ
Table 2.2 summarizes the types of interaction that Ellis 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 ...
Table 2.2 summarizes the types of interaction that Ellis 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 ...
˹éÒ
This perspective is consistent with the classroom research tradition 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 ...
This perspective is consistent with the classroom research tradition 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 ...
˹éÒ
erents to American cultural figures (Linus is a cartoon character; Rosanne
Roseannadanna is a TV character), and the pidgin-like syntax that has been
described in other studies. One does not have to go any farther than a description
of this ...
erents to American cultural figures (Linus is a cartoon character; Rosanne
Roseannadanna is a TV character), and the pidgin-like syntax that has been
described in other studies. One does not have to go any farther than a description
of this ...
˹éÒ
Notation B: A single layer with space for one or a summary of the multiple layers
shown in Notation A. times, the sequence of participants, their texts, their mouse
clicks, or a functional description of their moves, depending on the purpose and ...
Notation B: A single layer with space for one or a summary of the multiple layers
shown in Notation A. times, the sequence of participants, their texts, their mouse
clicks, or a functional description of their moves, depending on the purpose and ...
˹éÒ
Figure 4.7 shows an example of some of the results using the notation described
in Figure 4.3 for the description and the inferences. The inference was that these
sequences consisting of “trigger, indicator, response, reaction” were considered ...
Figure 4.7 shows an example of some of the results using the notation described
in Figure 4.3 for the description and the inferences. The inference was that these
sequences consisting of “trigger, indicator, response, reaction” were considered ...
¤ÇÒÁ¤Ô´àË繨ҡ¼ÙéÍ×è¹ - à¢Õ¹º·ÇÔ¨Òóì
àÃÒäÁ辺º·ÇÔ¨Òóìã´æ ã¹áËÅ觢éÍÁÙÅ·ÑèÇä»
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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
ºÃóҹءÃÁ
| 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 |