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 74
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... knowledge as explicit and decontextualized through focus on data, information, and models. Such knowledge is conveyed through texts of unknown authorship, frequently delivered as a result of what Franklin describes as a search through ...
... knowledge as explicit and decontextualized through focus on data, information, and models. Such knowledge is conveyed through texts of unknown authorship, frequently delivered as a result of what Franklin describes as a search through ...
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... knowledge about technological possibilities that could change the profession for the better or worse. At the same time, teachers and researchers should remain skeptical of the precise predictions made within the technologist's “tunnel ...
... knowledge about technological possibilities that could change the profession for the better or worse. At the same time, teachers and researchers should remain skeptical of the precise predictions made within the technologist's “tunnel ...
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... knowledge of the technology and my presence in the lab give me access to a speech community which uses a register in which I can solve precisely the communication problems that arise. Computer labs where learners are physically present ...
... knowledge of the technology and my presence in the lab give me access to a speech community which uses a register in which I can solve precisely the communication problems that arise. Computer labs where learners are physically present ...
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... knowledge and strategic competence for a particular context (Bachman 1990). This suggests that the context, which ... knowledge of particular vocabulary and functions, for example. If the interlocutor is the computer, knowledge of the ...
... knowledge and strategic competence for a particular context (Bachman 1990). This suggests that the context, which ... knowledge of particular vocabulary and functions, for example. If the interlocutor is the computer, knowledge of the ...
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... knowledge. The study of grammar has been affected dramatically by computer-assisted methods through corpus linguistics, which has changed how grammar is studied. teaching because they affect the English language, methods for its study ...
... knowledge. The study of grammar has been affected dramatically by computer-assisted methods through corpus linguistics, which has changed how grammar is studied. teaching because they affect the English language, methods for its study ...
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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