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 65
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... meaning and form. Social processes include various forms of communication and interaction, ranging from collaborative dialogue to instructional intervention, with mediation through negotiation of meaning. (Pica 1997:56) Although Pica ...
... meaning and form. Social processes include various forms of communication and interaction, ranging from collaborative dialogue to instructional intervention, with mediation through negotiation of meaning. (Pica 1997:56) Although Pica ...
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... meaning. Moreover, the likelihood of learners' acquiring linguistic input increases if their attention is drawn to salientlinguistic features (Robinson 1995; Schmidt 1990; Skehan 1998). One way that learners can be directed to notice ...
... meaning. Moreover, the likelihood of learners' acquiring linguistic input increases if their attention is drawn to salientlinguistic features (Robinson 1995; Schmidt 1990; Skehan 1998). One way that learners can be directed to notice ...
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... meaning of “boring” and “annoying,” and cadre because I used it and its collocates as an example of lexical phrases in a lecture one time. These examples of input which is salient to me illustrate cases that are not easily within the ...
... meaning of “boring” and “annoying,” and cadre because I used it and its collocates as an example of lexical phrases in a lecture one time. These examples of input which is salient to me illustrate cases that are not easily within the ...
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... meaning in order to continue a conversation (LarsenFreeman & Long 1991). In CMC tasks similar types of modifications can occur as students work together in collaborative tasks. In such tasks, research and experience suggest that the ...
... meaning in order to continue a conversation (LarsenFreeman & Long 1991). In CMC tasks similar types of modifications can occur as students work together in collaborative tasks. In such tasks, research and experience suggest that the ...
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... meaning, but when meanings are abstract, complex, or culturally bound, illustrations may be either impossible or open to interpretation. In a text about political processes used as an example ESL task in a methodology paper (Chapelle ...
... meaning, but when meanings are abstract, complex, or culturally bound, illustrations may be either impossible or open to interpretation. In a text about political processes used as an example ESL task in a methodology paper (Chapelle ...
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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