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 11 - 15 จาก 33
หน้า
... evidence about the design of the software, the learners' use of CALL, or the way that the teacher has organized the task. These kinds of results seem important because to be able to move forward as a profession, we need to be able to ...
... evidence about the design of the software, the learners' use of CALL, or the way that the teacher has organized the task. These kinds of results seem important because to be able to move forward as a profession, we need to be able to ...
หน้า
... evidence for willingness to communicate. Table 3.5 shows an example from a chat and classroom session during which the topic was the most important qualities of a roommate. Interaction analysis tabulating the number of turns taken ...
... evidence for willingness to communicate. Table 3.5 shows an example from a chat and classroom session during which the topic was the most important qualities of a roommate. Interaction analysis tabulating the number of turns taken ...
หน้า
... evidence from a number of different perspectives on several criteria (Chapelle 2001a). In the following chapter, I will expand on research methods as I focus in more detail on the unique research potential of technology through ...
... evidence from a number of different perspectives on several criteria (Chapelle 2001a). In the following chapter, I will expand on research methods as I focus in more detail on the unique research potential of technology through ...
หน้า
... evidence for particular Learner's Capacities Process Data Figure 4.4 Learner's capacities as responsible. Notation A: Multiple layers containing information about each move in sequence Figure 4.3 Two notations for capturing a sequence of ...
... evidence for particular Learner's Capacities Process Data Figure 4.4 Learner's capacities as responsible. Notation A: Multiple layers containing information about each move in sequence Figure 4.3 Two notations for capturing a sequence of ...
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... evidence should the researcher present if he or she wishes to argue that the short turns are the result of the synchronous conditions of a chat? Methods of justification entail making an argument consisting of more than one source of ...
... evidence should the researcher present if he or she wishes to argue that the short turns are the result of the synchronous conditions of a chat? Methods of justification entail making an argument consisting of more than one source of ...
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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