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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หน้า
... learning? How can research on second language acquisition help to inform the design of technology-based language learning? How can the learning accomplished through technology be evaluated? How ... language use offered to language learners.
... learning? How can research on second language acquisition help to inform the design of technology-based language learning? How can the learning accomplished through technology be evaluated? How ... language use offered to language learners.
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... language use offered to language learners and options for language teaching, assessment, and research. It seems ... learning: how can computer-assisted language learning be informed by professional knowledge about second language ...
... language use offered to language learners and options for language teaching, assessment, and research. It seems ... learning: how can computer-assisted language learning be informed by professional knowledge about second language ...
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... language development. In Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language learning must be justified. In other words, the normal or natural way to ...
... language development. In Chapter 3, I point out that motivating many of the calls for research on effectiveness is the feeling that the use of technology for language learning must be justified. In other words, the normal or natural way to ...
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... language learners would need communicative competence not only for the events, interlocutors, and media typically covered in language course books (e.g., calling the human travel agent on the phone, asking the salesperson for two ...
... language learners would need communicative competence not only for the events, interlocutors, and media typically covered in language course books (e.g., calling the human travel agent on the phone, asking the salesperson for two ...
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... language teaching. In particular, we need to examine the ways in which technology touches English language learners, their teachers, and teacher education. English language learners Most English teachers would agree that their students ...
... language teaching. In particular, we need to examine the ways in which technology touches English language learners, their teachers, and teacher education. English language learners Most English teachers would agree that their students ...
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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