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 35
หน้า
... experience in the various forms of CALL tasks and how do these provide opportunities for developing pragmatic ability? What are the pragmatic abilities that learners may pick up implicitly through participation in on-line learning? And ...
... experience in the various forms of CALL tasks and how do these provide opportunities for developing pragmatic ability? What are the pragmatic abilities that learners may pick up implicitly through participation in on-line learning? And ...
หน้า
... between my experience and the expressed need of some to make a case for technology. I then focus on what I see as the evaluation priorities for English language teachers and applied linguists, offer examples of useful research.
... between my experience and the expressed need of some to make a case for technology. I then focus on what I see as the evaluation priorities for English language teachers and applied linguists, offer examples of useful research.
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... also comment on my own experience and observations. The language teacher Figure 3.1 shows an excerpt from a ...one of the more exciting workshops at the Oxford Chapter 3 Reconsidering research Making a case for technology.
... also comment on my own experience and observations. The language teacher Figure 3.1 shows an excerpt from a ...one of the more exciting workshops at the Oxford Chapter 3 Reconsidering research Making a case for technology.
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... experience is invalid for predicting how another class, with another teacher, might benefit from using the same CALL program. My enthusiasm for a CALL program can affect how my students benefit from using the program. What may be ...
... experience is invalid for predicting how another class, with another teacher, might benefit from using the same CALL program. My enthusiasm for a CALL program can affect how my students benefit from using the program. What may be ...
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... experience and plan to significantly expand their use of the company's software to deliver and manage higher ... experience suggesting that the putative audiences for such research really have interests that may override the potential ...
... experience and plan to significantly expand their use of the company's software to deliver and manage higher ... experience suggesting that the putative audiences for such research really have interests that may override the potential ...
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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