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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... interaction – one that reinforces the rootless individual who is comfortable with the expressions of self-creation that the computer industry finds profitable to encourage. (Bowers 2000:47) Bowers obviously sees computer-using educators ...
... interaction – one that reinforces the rootless individual who is comfortable with the expressions of self-creation that the computer industry finds profitable to encourage. (Bowers 2000:47) Bowers obviously sees computer-using educators ...
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... interact with the computer and with others in the immediate location “labspeak.” A study about fifteen years ago looked carefully at the oral labspeak that ESL learners used while working in pairs at the computer. Piper (1986) ...
... interact with the computer and with others in the immediate location “labspeak.” A study about fifteen years ago looked carefully at the oral labspeak that ESL learners used while working in pairs at the computer. Piper (1986) ...
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... 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). It is difficult to estimate the extent to which English. Chapter 1.
... 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). It is difficult to estimate the extent to which English. Chapter 1.
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... interactions without revealing their true identity, and author Web pages that unknown people may look at if and when they are interested. They can lurk in a discussion perhaps to benefit from the input without being pressed to produce ...
... interactions without revealing their true identity, and author Web pages that unknown people may look at if and when they are interested. They can lurk in a discussion perhaps to benefit from the input without being pressed to produce ...
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... interact with texts and information. In view of these observations about effects of technology, Rassool argues that the construct of communicative competence needs to include the idea that information technology comes into play in the ...
... interact with texts and information. In view of these observations about effects of technology, Rassool argues that the construct of communicative competence needs to include the idea that information technology comes into play in 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