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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... Netspeak register might usefully be thought of as a speech community, which
she defines as “a group of people who share linguistic and non-linguistic
interaction but whose norms may be evolving or may be the site of struggle” (
2000:399).
... Netspeak register might usefully be thought of as a speech community, which
she defines as “a group of people who share linguistic and non-linguistic
interaction but whose norms may be evolving or may be the site of struggle” (
2000:399).
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This mode, which allows the learner time to reflect on the language (both during
and after production) while engaging in interaction appears to have the best of
both modes for the learner. Figure 1.3 illustrates the expanded options afforded
the ...
This mode, which allows the learner time to reflect on the language (both during
and after production) while engaging in interaction appears to have the best of
both modes for the learner. Figure 1.3 illustrates the expanded options afforded
the ...
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Learner-computer interaction Other technology-mediated tasks provide
controlled opportunities for linguistic input for the learner and interaction with the
computer. Interaction occurs as the learner clicks to move forward, or to request ...
Learner-computer interaction Other technology-mediated tasks provide
controlled opportunities for linguistic input for the learner and interaction with the
computer. Interaction occurs as the learner clicks to move forward, or to request ...
˹éÒ
Learner-computer interaction gets reported and allows us to look at the extent to
which learners use resource materials available in a CD ROM or the extent to
which learners use the review materials provided. Research examining these ...
Learner-computer interaction gets reported and allows us to look at the extent to
which learners use resource materials available in a CD ROM or the extent to
which learners use the review materials provided. Research examining these ...
˹éÒ
... the design of the materials is efficient – i.e., worth the time of both learner and
developer. Knowledge about classroom teaching: processes of presentation,
interaction, and evaluation. The potential of technology for language learning.
... the design of the materials is efficient – i.e., worth the time of both learner and
developer. Knowledge about classroom teaching: processes of presentation,
interaction, and evaluation. The potential of technology for language learning.
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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
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |