English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyThis 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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Computer labs where learners are physically present to participate in labspeak
represent only a small-proportion of the speech communities that ESL learners
have access to through the use of technology. The Internet connects learners to a
...
Computer labs where learners are physically present to participate in labspeak
represent only a small-proportion of the speech communities that ESL learners
have access to through the use of technology. The Internet connects learners to a
...
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It is difficult to estimate the extent to which English learners around the world
have access to and take advantage of such English-using speech communities
on the Internet. Was Almon a typical ESL learner or an odd case? Data gathered
and ...
It is difficult to estimate the extent to which English learners around the world
have access to and take advantage of such English-using speech communities
on the Internet. Was Almon a typical ESL learner or an odd case? Data gathered
and ...
˹éÒ
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
˹éÒ
Synchronous means that the communication is taking place in real time, so
learners might, for example, sit in the ... which shows one learner's text partially
typed in the bottom frame and the dialogue that has been constructed so far on
the top.
Synchronous means that the communication is taking place in real time, so
learners might, for example, sit in the ... which shows one learner's text partially
typed in the bottom frame and the dialogue that has been constructed so far on
the top.
˹éÒ
The feasibility of tasks not confined by distance provides the opportunity to
develop tasks requiring learners to communicate with proficient speakers of
English, knowledgeable informants, and interesting interlocutors, none of whom
might be ...
The feasibility of tasks not confined by distance provides the opportunity to
develop tasks requiring learners to communicate with proficient speakers of
English, knowledgeable informants, and interesting interlocutors, none of whom
might be ...
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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
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |