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 48
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... looks away from his or her own terminal to ask another student a question, and the response usually consists of a few words given orally interspersed with pointing at the terminal and typing at the keyboard. One might call these ...
... looks away from his or her own terminal to ask another student a question, and the response usually consists of a few words given orally interspersed with pointing at the terminal and typing at the keyboard. One might call these ...
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... look at if and when they are interested. They can lurk in a discussion perhaps to benefit from the input without being pressed to produce any language. If and when learners choose to participate, the interactive written language in ...
... look at if and when they are interested. They can lurk in a discussion perhaps to benefit from the input without being pressed to produce any language. If and when learners choose to participate, the interactive written language in ...
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... look at the language of electronic communication, Rasool (1999) focuses on the context in which communication is used. The implication appears to be the same: that applied linguists need to reconsider the meaning of communicative ...
... look at the language of electronic communication, Rasool (1999) focuses on the context in which communication is used. The implication appears to be the same: that applied linguists need to reconsider the meaning of communicative ...
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... look at what is behind the hyperlinks, showing how the author marked up that text using HTML (Hypertext Markup Language), the software for constructing hypertext and hypermedia links on the on the World Wide Web. There are two types of ...
... look at what is behind the hyperlinks, showing how the author marked up that text using HTML (Hypertext Markup Language), the software for constructing hypertext and hypermedia links on the on the World Wide Web. There are two types of ...
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... looks like this: <A HREF=“idiomswt.html#PA2”>Click here to return</A> The link refers not only to the file name, idiomswt.html, but also to the position in the file where the link is to be made, PA2. This type of interactivity can be ...
... looks like this: <A HREF=“idiomswt.html#PA2”>Click here to return</A> The link refers not only to the file name, idiomswt.html, but also to the position in the file where the link is to be made, PA2. This type of interactivity can 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