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 11 - 15 จาก 55
หน้า
... input in addition to their quantity. Moreover, repetition can be achieved in a number of ways, such as building multiple instances of the target form into the input, providing an option allowing the learner to choose to see or hear the ...
... input in addition to their quantity. Moreover, repetition can be achieved in a number of ways, such as building multiple instances of the target form into the input, providing an option allowing the learner to choose to see or hear the ...
หน้า
... input enhancements. For the time being, it seems reasonable to continue to follow the theoretically and practically sound advice of building in opportunities for repeated presentation of input. But how can this be accomplished in CALL ...
... input enhancements. For the time being, it seems reasonable to continue to follow the theoretically and practically sound advice of building in opportunities for repeated presentation of input. But how can this be accomplished in CALL ...
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... Input modification Input modification refers to the provision of an accessible rendition of the L2 input. In CALL materials, modifications appear as hypertext or hypermedia links that help the learners to comprehend the input. This ...
... Input modification Input modification refers to the provision of an accessible rendition of the L2 input. In CALL materials, modifications appear as hypertext or hypermedia links that help the learners to comprehend the input. This ...
หน้า
... input. This finding is useful for the design of materials to the extent that words can be illustrated, as in the example in Figure 2.7. When the input is confined to topics that are concrete and easy to depict, illustrations seem to ...
... input. This finding is useful for the design of materials to the extent that words can be illustrated, as in the example in Figure 2.7. When the input is confined to topics that are concrete and easy to depict, illustrations seem to ...
หน้า
... input. Similarly, in studies of conversation with language learners, L1 translation is among the frequent forms of ... input (e.g., Cook 1999). It should therefore be possible to take a fresh look at the value of translation in CALL ...
... input. Similarly, in studies of conversation with language learners, L1 translation is among the frequent forms of ... input (e.g., Cook 1999). It should therefore be possible to take a fresh look at the value of translation in CALL ...
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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