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. |
จากด้านในหนังสือ
ผลการค้นหา 6 - 10 จาก 35
หน้า
... experiences of language learners, however, the argument that using technology for an English test represents a departure from the normal becomes more difficult to make. Therefore, for many teachers the implication is that learners need ...
... experiences of language learners, however, the argument that using technology for an English test represents a departure from the normal becomes more difficult to make. Therefore, for many teachers the implication is that learners need ...
หน้า
... experiences to one course or to one area of teacher preparation is insufficient for developing teachers who can use technology creatively and flexibly” (KamhiStein 2000:424). Creative and flexible use of technology seems to be what is ...
... experiences to one course or to one area of teacher preparation is insufficient for developing teachers who can use technology creatively and flexibly” (KamhiStein 2000:424). Creative and flexible use of technology seems to be what is ...
หน้า
... experience with the immersion principle suggest that learners who are given a lot of exposure to the target language might develop their ability to comprehend, particularly the spoken language, but this experience is limited in terms of ...
... experience with the immersion principle suggest that learners who are given a lot of exposure to the target language might develop their ability to comprehend, particularly the spoken language, but this experience is limited in terms of ...
หน้า
... such tasks, research and experience suggest that the extent to which modifications actually occur depends. of Viewed France, the sine qua non of that The potential of technology for language learning Input modification.
... such tasks, research and experience suggest that the extent to which modifications actually occur depends. of Viewed France, the sine qua non of that The potential of technology for language learning Input modification.
หน้า
... experiences the grammatical form in the input and/or production multiple times. The learner is not under time pressure for immediate production. Help is available for production. (Based on Chaudron 1983a; Laufer & Hulstijn 2001; Loschky ...
... experiences the grammatical form in the input and/or production multiple times. The learner is not under time pressure for immediate production. Help is available for production. (Based on Chaudron 1983a; Laufer & Hulstijn 2001; Loschky ...
ฉบับอื่นๆ - ดูทั้งหมด
คำและวลีที่พบบ่อย
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