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 6 - 10 จาก 55
หน้า
... input for a kind of virtual immersion. If comprehensible input alone were sufficient for L2 development, much of the computerusing time learners spend might indeed result in L2 development. Indeed, results from experience with the ...
... input for a kind of virtual immersion. If comprehensible input alone were sufficient for L2 development, much of the computerusing time learners spend might indeed result in L2 development. Indeed, results from experience with the ...
หน้า
... input and to notice gaps between their knowledge and the target language. Motivation is seen as essential for making the cognitive effort to engage the processes of comprehension, which sometimes requires asking for help, and sometimes ...
... input and to notice gaps between their knowledge and the target language. Motivation is seen as essential for making the cognitive effort to engage the processes of comprehension, which sometimes requires asking for help, and sometimes ...
หน้า
... input they provide learners, the interactions they offer, and the opportunities for linguistic production. Enhanced input A central concept in cognitive approaches to SLA is that learners have the opportunity to acquire features of the ...
... input they provide learners, the interactions they offer, and the opportunities for linguistic production. Enhanced input A central concept in cognitive approaches to SLA is that learners have the opportunity to acquire features of the ...
หน้า
... Input salience Linguistic input can become salient for a learner for many reasons. For example, when I read French, I notice the expression s'agit because I know that I do not understand exactly how to use it, ennuyeux because I know ...
... Input salience Linguistic input can become salient for a learner for many reasons. For example, when I read French, I notice the expression s'agit because I know that I do not understand exactly how to use it, ennuyeux because I know ...
หน้า
... Input without any forms marked: Rabbits like to eat many different types of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in the garden that the rabbits do not like ...
... Input without any forms marked: Rabbits like to eat many different types of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in the garden that the rabbits do not like ...
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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