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 49
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... discourse analysis. Not only do the technologists paint their picture with many new words such as the ones that Brown and Duguid highlight (e.g., demassification) that add to the futuristic tone of the discourse, but they also construct ...
... discourse analysis. Not only do the technologists paint their picture with many new words such as the ones that Brown and Duguid highlight (e.g., demassification) that add to the futuristic tone of the discourse, but they also construct ...
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... discourses with which English is bound up, all of us involved in TESOL might do well to consider our work not merely according to the reductive meanings often attached to labels such as teaching and English but rather as located at the ...
... discourses with which English is bound up, all of us involved in TESOL might do well to consider our work not merely according to the reductive meanings often attached to labels such as teaching and English but rather as located at the ...
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... discourse communities Before Internet After Internet “English is my biggest problem” “I've improved, it's because of ICQ or e-mail or other reasons...” “It's like this place [the US] isn't my world...” “...now I feel there's nothing ...
... discourse communities Before Internet After Internet “English is my biggest problem” “I've improved, it's because of ICQ or e-mail or other reasons...” “It's like this place [the US] isn't my world...” “...now I feel there's nothing ...
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... discourse features. From the perspective of discourse, for example, he points out that e-mail often consists of text interspersed with what was written in a previous message and a reply to that such as the following: >Since this page is ...
... discourse features. From the perspective of discourse, for example, he points out that e-mail often consists of text interspersed with what was written in a previous message and a reply to that such as the following: >Since this page is ...
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... discourse of their colleagues who take up technology with what seems like religious conviction. On the other side, most of the voices from critical pedagogy in ELT have been so preoccupied with the hegemony of English that they have not ...
... discourse of their colleagues who take up technology with what seems like religious conviction. On the other side, most of the voices from critical pedagogy in ELT have been so preoccupied with the hegemony of English that they have not ...
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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