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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... inferences elsewhere (Chapelle 1996; Chapelle 2001a: Chapter 5), but several examples will demonstrate the idea. In a study of learners' use of an on-line bilingual dictionary, researchers recorded what the learner typed into the ...
... inferences elsewhere (Chapelle 1996; Chapelle 2001a: Chapter 5), but several examples will demonstrate the idea. In a study of learners' use of an on-line bilingual dictionary, researchers recorded what the learner typed into the ...
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... Inferences about tasks The second type of interpretation CALL researchers often wish to make concerns how the task influences learners' interaction. Such interpretations are similar to those made in task-based language learning research ...
... Inferences about tasks The second type of interpretation CALL researchers often wish to make concerns how the task influences learners' interaction. Such interpretations are similar to those made in task-based language learning research ...
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... Inferences about capacities and tasks The two types of inferences – about learners and about tasks – tend to be made by researchers with two different perspectives. Kern and Warschauer (2000) might attribute the differences to the ...
... Inferences about capacities and tasks The two types of inferences – about learners and about tasks – tend to be made by researchers with two different perspectives. Kern and Warschauer (2000) might attribute the differences to the ...
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... inference falls outside the learner-task conceptualization. Inferences about influences outside the classroom are made by researchers who approach process data from the perspective of critical discourse analysis. Applying this ...
... inference falls outside the learner-task conceptualization. Inferences about influences outside the classroom are made by researchers who approach process data from the perspective of critical discourse analysis. Applying this ...
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... inferences No discussion of inferences is complete without mentioning the need to justify them. Researchers in language assessment and educational measurement recognize principles and procedures for justifying such inferences. These are ...
... inferences No discussion of inferences is complete without mentioning the need to justify them. Researchers in language assessment and educational measurement recognize principles and procedures for justifying such inferences. These are ...
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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