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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Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
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Looking particularly for negotiation of meaning in the data, Pellettieri (2000)
concluded that tasks with a pedagogical function should be goal-oriented, have
few possible outcomes, and require participants to request and supply
information.
Looking particularly for negotiation of meaning in the data, Pellettieri (2000)
concluded that tasks with a pedagogical function should be goal-oriented, have
few possible outcomes, and require participants to request and supply
information.
˹éÒ
Typically, the investigation of learning gains may follow, or may be the ultimate
goal” (p. 186). Despite the very broad diversity of research objectives and no
clear focus on learning gains, Levy nevertheless points out that “CALL does have
its ...
Typically, the investigation of learning gains may follow, or may be the ultimate
goal” (p. 186). Despite the very broad diversity of research objectives and no
clear focus on learning gains, Levy nevertheless points out that “CALL does have
its ...
˹éÒ
She found that these goals were met, but only to some extent and she identified
the three sociocultural factors that negatively affected them. The German students
' knowledge of English and awareness of its importance was unequal to the ...
She found that these goals were met, but only to some extent and she identified
the three sociocultural factors that negatively affected them. The German students
' knowledge of English and awareness of its importance was unequal to the ...
˹éÒ
Whether the goal is comparison or the suggestions Hubbard makes, the first step
is description. Interpretation I isolated description to address some of the
fundamental issues that it raises, but in fact most research that includes
description ...
Whether the goal is comparison or the suggestions Hubbard makes, the first step
is description. Interpretation I isolated description to address some of the
fundamental issues that it raises, but in fact most research that includes
description ...
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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
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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 |