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 70
หน้า
... evaluate computer applications for English language teaching and assessment. Critical analysis Throughout the evolution of research methods in applied linguistics, technology has been used (e.g., for analyzing statistical andlinguistic ...
... evaluate computer applications for English language teaching and assessment. Critical analysis Throughout the evolution of research methods in applied linguistics, technology has been used (e.g., for analyzing statistical andlinguistic ...
หน้า
... of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction, and evaluation. The potential of technology for language learning.
... of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction, and evaluation. The potential of technology for language learning.
หน้า
... evaluation Knowledge about CALL: processes and materials selection Knowledge about materials development: selection and preparation of materials Figure 2.1 The distinct knowledge bases of classroom teaching (materials development) and ...
... evaluation Knowledge about CALL: processes and materials selection Knowledge about materials development: selection and preparation of materials Figure 2.1 The distinct knowledge bases of classroom teaching (materials development) and ...
หน้า
... evaluating the new types of interaction made available through CALL. R. Ellis' (1999) broad view of the construct offers an excellent starting point because he theorizes interaction beyond the concrete activity of the visible ...
... evaluating the new types of interaction made available through CALL. R. Ellis' (1999) broad view of the construct offers an excellent starting point because he theorizes interaction beyond the concrete activity of the visible ...
หน้า
... evaluation. Third, the sociocultural perspective suggests the value of the learners' use of the help of the interlocutor to allow for production beyond what the learner could accomplish alone. A close look at the theoretical position ...
... evaluation. Third, the sociocultural perspective suggests the value of the learners' use of the help of the interlocutor to allow for production beyond what the learner could accomplish alone. A close look at the theoretical position ...
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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