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 74
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... knowledge and opinions, learners can discuss information and opinions of others, as well as news Topics Textbook and Information, opinion, news, discussion of opinion based. Figure 1.2 An example of a screen for a chat room or a computer ...
... knowledge and opinions, learners can discuss information and opinions of others, as well as news Topics Textbook and Information, opinion, news, discussion of opinion based. Figure 1.2 An example of a screen for a chat room or a computer ...
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... Knowledge of the frequency of occurrence of particular forms has clear implications both for better understanding interlanguage development and effectively designing learning materials. For example, Cowan, Choi, and Kim (2003) ...
... Knowledge of the frequency of occurrence of particular forms has clear implications both for better understanding interlanguage development and effectively designing learning materials. For example, Cowan, Choi, and Kim (2003) ...
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... knowledge, practices, and communities responsible for developing the profession of English language teaching and applied linguistics have not become irrelevant because of technology. In the final two chapters, I argue that the concepts ...
... knowledge, practices, and communities responsible for developing the profession of English language teaching and applied linguistics have not become irrelevant because of technology. In the final two chapters, I argue that the concepts ...
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... knowledge that are needed to implement pedagogical practices in the postmodern, high-tech era? Graddol's (2001) observation about questions concerning global English in the next century are equally apropos to the question about ...
... knowledge that are needed to implement pedagogical practices in the postmodern, high-tech era? Graddol's (2001) observation about questions concerning global English in the next century are equally apropos to the question about ...
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... knowledge in ELT and applied linguistics as it pertains to electronic English language learning. It begins by questioning the sources of relevant professional knowledge that can be brought to bear on principles for language learning ...
... knowledge in ELT and applied linguistics as it pertains to electronic English language learning. It begins by questioning the sources of relevant professional knowledge that can be brought to bear on principles 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