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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New forms of assessments Technology-based learning tasks have been seen as
an exciting opportunity whereas the idea of developing novel assessment tasks
through technology is seen by some as a double-edged sword. On the one hand
...
New forms of assessments Technology-based learning tasks have been seen as
an exciting opportunity whereas the idea of developing novel assessment tasks
through technology is seen by some as a double-edged sword. On the one hand
...
˹éÒ
The idea is that even though learners may not be able to visit Australia, for
example, they can certainly have access to the chat room and bulletin board
discussion of Dave's ESL Café. Upon entering the chat Language learning and
instruction.
The idea is that even though learners may not be able to visit Australia, for
example, they can certainly have access to the chat room and bulletin board
discussion of Dave's ESL Café. Upon entering the chat Language learning and
instruction.
˹éÒ
... (1982) idea about the value of ”comprehensible input,” language
comprehended without the learner knowing all of the linguistic forms in the
message. Surely with all of the material in English on the Internet, any learner
can find sufficient ...
... (1982) idea about the value of ”comprehensible input,” language
comprehended without the learner knowing all of the linguistic forms in the
message. Surely with all of the material in English on the Internet, any learner
can find sufficient ...
˹éÒ
The idea is that the learner would be reading the text for meaning, but would
simultaneously notice the infinitive complements. In other words, the overall
taskin which this text is used would have to engage the learner in learning about
the ...
The idea is that the learner would be reading the text for meaning, but would
simultaneously notice the infinitive complements. In other words, the overall
taskin which this text is used would have to engage the learner in learning about
the ...
˹éÒ
The depth of processing idea is similar to that which has been advocated for
teaching syntax (VanPatten 1996) and vocabulary (Laufer & Hulstijn 2001). It is
what Watanabe was getting at by providing learners a choice between two
meanings.
The depth of processing idea is similar to that which has been advocated for
teaching syntax (VanPatten 1996) and vocabulary (Laufer & Hulstijn 2001). It is
what Watanabe was getting at by providing learners a choice between two
meanings.
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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 |