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 11 - 15 จาก 48
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... interest in looking backward to explain current conditions. from the perspective The most striking and consequential development of international relations has been the extraterritorial extension of United States criminal jurisdiction ...
... interest in looking backward to explain current conditions. from the perspective The most striking and consequential development of international relations has been the extraterritorial extension of United States criminal jurisdiction ...
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... interests served by this common wisdom have been exposed, and the use of the L1 is regaining its legitimate place as a means for providing modified input (e.g., Cook 1999). It should therefore be possible to take a fresh look at the ...
... interests served by this common wisdom have been exposed, and the use of the L1 is regaining its legitimate place as a means for providing modified input (e.g., Cook 1999). It should therefore be possible to take a fresh look at the ...
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... interest in classroom research. Interaction Throughout the above discussion of enhanced input in CALL, it was impossible to concentrate solely on the input without raising issues of the manner in which the input is provided to the ...
... interest in classroom research. Interaction Throughout the above discussion of enhanced input in CALL, it was impossible to concentrate solely on the input without raising issues of the manner in which the input is provided to the ...
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... interest engaging qualities of the tasks in which these features play a role. Focusing on vocabulary acquisition within L2 tasks, Laufer and Hulstijn (2001) have synthesized results from a number of studies to suggest the critical ...
... interest engaging qualities of the tasks in which these features play a role. Focusing on vocabulary acquisition within L2 tasks, Laufer and Hulstijn (2001) have synthesized results from a number of studies to suggest the critical ...
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... interest for language teachers, software developers and learners. Research on CALL use and learners' unsupervised work on the Internet underscore the need for learners to understand and act in accordance with pedagogical guidelines ...
... interest for language teachers, software developers and learners. Research on CALL use and learners' unsupervised work on the Internet underscore the need for learners to understand and act in accordance with pedagogical guidelines ...
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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