English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... identify appropriate language to include. An understanding of what constitutes quality materials from the perspective of acquisition processes is not well developed, as indicated by the gray font in the box in Figure 2.1. As Pica (1997) ...
... identify appropriate language to include. An understanding of what constitutes quality materials from the perspective of acquisition processes is not well developed, as indicated by the gray font in the box in Figure 2.1. As Pica (1997) ...
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... identify good opportunities for learning, then how can CALL tasks help create such learning conditions? A useful way of considering this question is to work with a small unit of analysis. Rather than talking about a concordancer ...
... identify good opportunities for learning, then how can CALL tasks help create such learning conditions? A useful way of considering this question is to work with a small unit of analysis. Rather than talking about a concordancer ...
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... identified a number of other factors including the tasks and the chosen forms that probably contributed to the small difference between the groups. In particular, she noted that when the point to be acquired was difficult because of L1 ...
... identified a number of other factors including the tasks and the chosen forms that probably contributed to the small difference between the groups. In particular, she noted that when the point to be acquired was difficult because of L1 ...
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... identify a number of areas in which language can be simplified, as illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8 Modifications through L1 translation in Spanish Figure 2.11 Text with elaboration or ...
... identify a number of areas in which language can be simplified, as illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8 Modifications through L1 translation in Spanish Figure 2.11 Text with elaboration or ...
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... identify the ideal input for learners even though learners seem to be able to access the explicitly stated information in the text from simplified text. Simplification and all of the methods of input modification described above share ...
... identify the ideal input for learners even though learners seem to be able to access the explicitly stated information in the text from simplified text. Simplification and all of the methods of input modification described above share ...
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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