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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The point for the learner no doubt was to have fun producing language in a
context in which adherence to prescriptive grammar rules was not required.
However, in some studies of classroom chatting, similar findings are made with
respect to ...
The point for the learner no doubt was to have fun producing language in a
context in which adherence to prescriptive grammar rules was not required.
However, in some studies of classroom chatting, similar findings are made with
respect to ...
˹éÒ
The learners, working in a written chat environment to compose short utterances,
were sometimes observed composing a contribution to the discussion, and then
stopping to reread it, and correcting the grammar before sending it.
The learners, working in a written chat environment to compose short utterances,
were sometimes observed composing a contribution to the discussion, and then
stopping to reread it, and correcting the grammar before sending it.
˹éÒ
the results of the process include students who can use the feedback of the
grammar checker to notice the errors in their comprehensible linguistic output
and make corrections, the exploration was well worth the time spent. Results with
...
the results of the process include students who can use the feedback of the
grammar checker to notice the errors in their comprehensible linguistic output
and make corrections, the exploration was well worth the time spent. Results with
...
˹éÒ
Intelligent feedback for grammar A second study cited by Brett investigated the
feedback that learners received in software designed for the study of Japanese (
Nagata 1993). The question was whether a program that offered “intelligent” ...
Intelligent feedback for grammar A second study cited by Brett investigated the
feedback that learners received in software designed for the study of Japanese (
Nagata 1993). The question was whether a program that offered “intelligent” ...
˹éÒ
... the theoretical basis for this study was drawn from research on acquisition of
the lexicon, and in particular three concerns that have been raised in recent
theory and research. The first is the relationship between lexical items and
grammar, ...
... the theoretical basis for this study was drawn from research on acquisition of
the lexicon, and in particular three concerns that have been raised in recent
theory and research. The first is the relationship between lexical items and
grammar, ...
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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 |