English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... interpret subordination in English sentences if sentences (such as the second one on the left side of Figure 2.9) are simplified into single clause units! For this reason simplification has not been favored by researchers attempting to ...
... interpret subordination in English sentences if sentences (such as the second one on the left side of Figure 2.9) are simplified into single clause units! For this reason simplification has not been favored by researchers attempting to ...
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... options, by comparing different means of presenting interactive vocabulary annotations (e.g., Chun & Plass 1996; DeRidder 2002; Lomicka 1998). The design and interpretation of such research as well. Chapter 2 Enhanced input for CALL.
... options, by comparing different means of presenting interactive vocabulary annotations (e.g., Chun & Plass 1996; DeRidder 2002; Lomicka 1998). The design and interpretation of such research as well. Chapter 2 Enhanced input for CALL.
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... interpretation of such research as well as development of pedagogical materials might benefit from the following observations. First, different aspects of the language are likely to require different forms of enhancement. Chaudron's ...
... interpretation of such research as well as development of pedagogical materials might benefit from the following observations. First, different aspects of the language are likely to require different forms of enhancement. Chaudron's ...
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... interpret the messages they receive, thereby raising their awareness of grammar and their need to evaluate their own language. Some success has been found in this regard, particularly if the point is to flag learners' attention and ...
... interpret the messages they receive, thereby raising their awareness of grammar and their need to evaluate their own language. Some success has been found in this regard, particularly if the point is to flag learners' attention and ...
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... interpretation of input is accurate. The learner obtains word or phrase level interpretation for the input that he or she can understand. The learner experiences the grammatical form in the input and/or production multiple times. The ...
... interpretation of input is accurate. The learner obtains word or phrase level interpretation for the input that he or she can understand. The learner experiences the grammatical form in the input and/or production multiple times. 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