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. |
¨Ò¡´éÒ¹ã¹Ë¹Ñ§Ê×Í
¼Å¡Òäé¹ËÒ 11 - 15 ¨Ò¡ 20
˹éÒ
... inference-based interpretation form the basis for much of the existing research that relies on process data. My experience in working with these data is that they provide one small window on learners' processes, and in doing so they ...
... inference-based interpretation form the basis for much of the existing research that relies on process data. My experience in working with these data is that they provide one small window on learners' processes, and in doing so they ...
˹éÒ
... inferences. The inference was that these sequences consisting of “trigger, indicator, response, reaction” were considered as evidence of negotiation of meaning within the jigsaw task. Negotiation of meaning was the particular strategy ...
... inferences. The inference was that these sequences consisting of “trigger, indicator, response, reaction” were considered as evidence of negotiation of meaning within the jigsaw task. Negotiation of meaning was the particular strategy ...
˹éÒ
... Inference about negotiation of meaning from “trigger, indicator, response, reaction” sequence in process data (from Blake 2000: 125) Noticing gaps Based on the argument that noticing is essential for acquisition (Schmidt 1990, 2001) ...
... Inference about negotiation of meaning from “trigger, indicator, response, reaction” sequence in process data (from Blake 2000: 125) Noticing gaps Based on the argument that noticing is essential for acquisition (Schmidt 1990, 2001) ...
˹éÒ
... inferences about learners' capacities. Researchers of classroom learning tasks work with task characteristics and make inferences about tasks based on analysis of learner performance. Researchers in SLA and CALL have attempted to ...
... inferences about learners' capacities. Researchers of classroom learning tasks work with task characteristics and make inferences about tasks based on analysis of learner performance. Researchers in SLA and CALL have attempted to ...
˹éÒ
... inferences based on observed performance. Related issues central to language assessment include how inferences are justified, how test scores are computed, and how they are used, as well as questions about the best ways of defining ...
... inferences based on observed performance. Related issues central to language assessment include how inferences are justified, how test scores are computed, and how they are used, as well as questions about the best ways of defining ...
©ºÑºÍ×è¹æ - ´Ù·Ñé§ËÁ´
¤ÓáÅÐÇÅÕ·Õ辺ºèÍÂ
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