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 65
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... meaning or guessing the right word rather than relying on the first language, and therefore the argument was that the modification such as the instant link to meaning for the Spanish speaker offered by “más pálido” after he or she ...
... meaning or guessing the right word rather than relying on the first language, and therefore the argument was that the modification such as the instant link to meaning for the Spanish speaker offered by “más pálido” after he or she ...
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... meaning because the learners sometimes chose the incorrect meaning and continued reading without knowledge of the correct meaning. Of course, in CALL, the problem of not knowing if one's response is correct can be easily solved, so it ...
... meaning because the learners sometimes chose the incorrect meaning and continued reading without knowledge of the correct meaning. Of course, in CALL, the problem of not knowing if one's response is correct can be easily solved, so it ...
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... meaning (Yano, Long, & Ross 1993). Moreover, if one looks at the simplification, it should be evident that the process of simplification deprives the learners of the linguistic complexity that they need to be exposed to. It would be ...
... meaning (Yano, Long, & Ross 1993). Moreover, if one looks at the simplification, it should be evident that the process of simplification deprives the learners of the linguistic complexity that they need to be exposed to. It would be ...
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... meaning of the text by adding grammatical phrases and clauses such as defining appositives, relative clauses, and restatements. Rather than removing the forms that learners should be exposed to in the input, the process of elaboration ...
... meaning of the text by adding grammatical phrases and clauses such as defining appositives, relative clauses, and restatements. Rather than removing the forms that learners should be exposed to in the input, the process of elaboration ...
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... meaning. Since the help is provided dynamically in addition to the text rather than instead of it, it would seem appropriate for CALL pedagogy to reinterpret results from classroom research to investigate principles of input enhancement ...
... meaning. Since the help is provided dynamically in addition to the text rather than instead of it, it would seem appropriate for CALL pedagogy to reinterpret results from classroom research to investigate principles of input enhancement ...
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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