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 6 - 10 จาก 30
หน้า
... grammar rules was not required. However, in some studies of classroom chatting, similar findings are made with respect to lack of concern on the part of the learners for grammatical accuracy (e.g., Kern 1995). For instruction, it seems ...
... grammar rules was not required. However, in some studies of classroom chatting, similar findings are made with respect to lack of concern on the part of the learners for grammatical accuracy (e.g., Kern 1995). For instruction, it seems ...
หน้า
... grammar before sending it. These results, apparently prompted by the way she had defined the task for the learners, offer a striking contrast to other studies of production in chat environments. She also found learners correcting each ...
... grammar before sending it. These results, apparently prompted by the way she had defined the task for the learners, offer a striking contrast to other studies of production in chat environments. She also found learners correcting each ...
หน้า
... grammar checker to notice the errors in their comprehensible linguistic output and make corrections, the exploration was well worth the time spent. Results with English grammar checkers for English language learners have not been as ...
... grammar checker to notice the errors in their comprehensible linguistic output and make corrections, the exploration was well worth the time spent. Results with English grammar checkers for English language learners have not been as ...
หน้า
... 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” feedback to learners ...
... 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” feedback to learners ...
หน้า
... grammar, the second is the relationship between lexical items and their frequent occurrence with other lexical items (collocation), and the third is the need for lexical items to be encountered by the student in a variety of contexts ...
... grammar, the second is the relationship between lexical items and their frequent occurrence with other lexical items (collocation), and the third is the need for lexical items to be encountered by the student in a variety of contexts ...
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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