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. |
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For example, if the editor on an older system asked “Do you want to save the
newer version (Y/N)?” the ESL learner needed to understand the question, and to
do so, might turn to the person at the next computer to ask a question which
would ...
For example, if the editor on an older system asked “Do you want to save the
newer version (Y/N)?” the ESL learner needed to understand the question, and to
do so, might turn to the person at the next computer to ask a question which
would ...
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... of the program, for example. Today, they click on buttons to search, read the
lists resulting from the searches, and click on words on the screen. Sometimes a
student looks away from his or her own terminal to ask another student a
question, ...
... of the program, for example. Today, they click on buttons to search, read the
lists resulting from the searches, and click on words on the screen. Sometimes a
student looks away from his or her own terminal to ask another student a
question, ...
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The clearest example of this principle is in English for specific purposes classes
which focus on the abilities needed to work as a doctor, a secretary, a sales
representative or an engineer, for example, through practice with the type of
registers ...
The clearest example of this principle is in English for specific purposes classes
which focus on the abilities needed to work as a doctor, a secretary, a sales
representative or an engineer, for example, through practice with the type of
registers ...
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In other words, whereas English teachers can teach the generic conventions and
typical register choices of the business letter, the face-to-face service encounter,
and the weather report, for example, Crystal suggests that identifying the typical ...
In other words, whereas English teachers can teach the generic conventions and
typical register choices of the business letter, the face-to-face service encounter,
and the weather report, for example, Crystal suggests that identifying the typical ...
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If the interlocutor is the computer, knowledge of the language of the disk
management, for example, is needed to communicate. I once lost a file that I
needed on my disk because I responded incorrectly to a question in Danish
which in ...
If the interlocutor is the computer, knowledge of the language of the disk
management, for example, is needed to communicate. I once lost a file that I
needed on my disk because I responded incorrectly to a question in Danish
which in ...
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| 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 |