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 33
หน้า
... evidence that English teaching materials should offer input elaboration. This research and the theory behind it provide a useful basis for development of CALL, but the implementation in electronic learning materials is different. In a ...
... evidence that English teaching materials should offer input elaboration. This research and the theory behind it provide a useful basis for development of CALL, but the implementation in electronic learning materials is different. In a ...
หน้า
... evidence for the extent to which they are justified. Interaction in CALL These three perspectives on the various forms of interaction provide plenty of suggestions for CALL pedagogy, some of which have been the object of investigation ...
... evidence for the extent to which they are justified. Interaction in CALL These three perspectives on the various forms of interaction provide plenty of suggestions for CALL pedagogy, some of which have been the object of investigation ...
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... evidence concerning the value and usability of the pedagogical suggestions outlined in this chapter, but in the meantime they offer a basis for designing and using CALL tasks. Therefore, these suggestions should be of interest for ...
... evidence concerning the value and usability of the pedagogical suggestions outlined in this chapter, but in the meantime they offer a basis for designing and using CALL tasks. Therefore, these suggestions should be of interest for ...
หน้า
... evidence that can be used to convince someone else that CALL is useful for language learning. He wants something more definitive than his impression that CALL works for his class, and so he is looking for “a statistically valid test ...
... evidence that can be used to convince someone else that CALL is useful for language learning. He wants something more definitive than his impression that CALL works for his class, and so he is looking for “a statistically valid test ...
หน้า
... evidence for a number of factors (Chapelle 2001a), and that evidence can come from a variety of sources. From this perspective, the focus is not a single theoretical orientation but a quality of the CALL task (e.g., language learning ...
... evidence for a number of factors (Chapelle 2001a), and that evidence can come from a variety of sources. From this perspective, the focus is not a single theoretical orientation but a quality of the CALL task (e.g., language learning ...
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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