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 48
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... interest to English teachers who are interested in and prepared to work with data concerning learners' language. To make use of these resources, teachers need to know how. ogy for language assessment practices (e.g., Burstein, Frase ...
... interest to English teachers who are interested in and prepared to work with data concerning learners' language. To make use of these resources, teachers need to know how. ogy for language assessment practices (e.g., Burstein, Frase ...
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... from classroom teaching with separate interest sections in. Insights from the classroom and materials Figure 2.2 The relationship between knowledge of classroom teaching and. Chapter 2 Insights from the classroom and materials.
... from classroom teaching with separate interest sections in. Insights from the classroom and materials Figure 2.2 The relationship between knowledge of classroom teaching and. Chapter 2 Insights from the classroom and materials.
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... interest sections in organizations such as TESOL, IATEFL, and JALT, as well as conferences and journals devoted ... interests of publishers tend to focus more on the “acquisition of markets and profits” than on acquisition of English ...
... interest sections in organizations such as TESOL, IATEFL, and JALT, as well as conferences and journals devoted ... interests of publishers tend to focus more on the “acquisition of markets and profits” than on acquisition of English ...
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... interests in the cognitive and social processes of L2 learning.... From the cognitive perspective, among the most prominent [interests] are L2 comprehension, planning, and production; motivation; and attention to, and awareness of, L2 ...
... interests in the cognitive and social processes of L2 learning.... From the cognitive perspective, among the most prominent [interests] are L2 comprehension, planning, and production; motivation; and attention to, and awareness of, L2 ...
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... interest. Marked input Input can be made salient by highlighting the structures that the learners are supposed to attend to while they are reading the text. Figure 2.3, for example, shows a text marked to draw learners' attention to the ...
... interest. Marked input Input can be made salient by highlighting the structures that the learners are supposed to attend to while they are reading the text. Figure 2.3, for example, shows a text marked to draw learners' attention to 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