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 41
หน้า
... attempts to elaborate the input with grammatical L2 additions to the text that fit within the flow of the meaning and syntax of the text. Input elaboration Input elaboration is intended to help learners gain. Chapter 2.
... attempts to elaborate the input with grammatical L2 additions to the text that fit within the flow of the meaning and syntax of the text. Input elaboration Input elaboration is intended to help learners gain. Chapter 2.
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... intended to help learners gain access to the meaning of the text by adding grammatical phrases and clauses such as defining appositives, relative clauses, and restatements. Rather than removing the forms that learners should be exposed ...
... intended to help learners gain access to the meaning of the text by adding grammatical phrases and clauses such as defining appositives, relative clauses, and restatements. Rather than removing the forms that learners should be exposed ...
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... intended to help learners practice production of grammatical forms, the researcher found that the task design seemed to affect their concern for grammaticality and the language produced. Looking particularly for negotiation of meaning ...
... intended to help learners practice production of grammatical forms, the researcher found that the task design seemed to affect their concern for grammaticality and the language produced. Looking particularly for negotiation of meaning ...
หน้า
... intended to help learners develop grammatically, but in the language classroom such tasks are needed, and therefore principles for realizing the benefits of planning should be included in CALL pedagogy. Correcting linguistic production ...
... intended to help learners develop grammatically, but in the language classroom such tasks are needed, and therefore principles for realizing the benefits of planning should be included in CALL pedagogy. Correcting linguistic production ...
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... intended for learner autonomy (e.g., Blin 1999), the learner needs to be aware of approaches that are likely to be successful. For example, the software developer can. and strategic competence as well. Kasper and Rose (2001) identify the ...
... intended for learner autonomy (e.g., Blin 1999), the learner needs to be aware of approaches that are likely to be successful. For example, the software developer can. and strategic competence as well. Kasper and Rose (2001) identify the ...
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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