English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyThis 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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Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
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Developing technology-based tasks is within reach of more and more English
language teachers who can, for example, set up a listserv with the help of the
computer support staff or through the use of instructional software tools.
Traditional L2 ...
Developing technology-based tasks is within reach of more and more English
language teachers who can, for example, set up a listserv with the help of the
computer support staff or through the use of instructional software tools.
Traditional L2 ...
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support staff or through the use of instructional software tools for the Web. After
the instructor has created a list or discussion group, any one in the class can
register or subscribe to the list, compose a message and mail it to the group. A
listserv ...
support staff or through the use of instructional software tools for the Web. After
the instructor has created a list or discussion group, any one in the class can
register or subscribe to the list, compose a message and mail it to the group. A
listserv ...
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Beyond large-scale assessment and preparation for it, however, the technologies
that help to develop instruction are also changing the way that assessment can
be used by learners to improve their learning. On-line learning materials (e.g., ...
Beyond large-scale assessment and preparation for it, however, the technologies
that help to develop instruction are also changing the way that assessment can
be used by learners to improve their learning. On-line learning materials (e.g., ...
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Thousands of web pages claim to teach ESL through explicit language
instruction by providing a forum for contact among individuals who can
participate in various discussion forums, chat rooms, and e-mail. Is there any
reason to think that ...
Thousands of web pages claim to teach ESL through explicit language
instruction by providing a forum for contact among individuals who can
participate in various discussion forums, chat rooms, and e-mail. Is there any
reason to think that ...
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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