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 28
หน้า
... negotiation has been documented in a number of studies of synchronous on-line communication in the classroom (e.g., Blake 2000). Moreover, in some classroom on-line communication tasks, researchers have found that learners actually ...
... negotiation has been documented in a number of studies of synchronous on-line communication in the classroom (e.g., Blake 2000). Moreover, in some classroom on-line communication tasks, researchers have found that learners actually ...
หน้า
... forms, the researcher found that the task design seemed to affect their concern for grammaticality and the language produced. Looking particularly for negotiation of meaning in the data, Pellettieri. Chapter 2 Production in CALL tasks.
... forms, the researcher found that the task design seemed to affect their concern for grammaticality and the language produced. Looking particularly for negotiation of meaning in the data, Pellettieri. Chapter 2 Production in CALL tasks.
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... negotiation of meaning in the data, Pellettieri (2000) concluded that tasks with a pedagogical function should be goal-oriented, have few possible outcomes, and require participants to request and supply information. These task features ...
... negotiation of meaning in the data, Pellettieri (2000) concluded that tasks with a pedagogical function should be goal-oriented, have few possible outcomes, and require participants to request and supply information. These task features ...
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... negotiation of meaning, and intercultural awareness” (Belz 2001:214). She found that these goals were met, but only to some extent and she identified the three sociocultural factors that negatively affected them. The German students ...
... negotiation of meaning, and intercultural awareness” (Belz 2001:214). She found that these goals were met, but only to some extent and she identified the three sociocultural factors that negatively affected them. The German students ...
หน้า
... negotiation of meaning. The principles for task design came directly from previous SLA research on instructional tasks as summarized by Pica, Kanagy, and Falodun (1993), but the actual tasks took advantage of the Internet. Looking for ...
... negotiation of meaning. The principles for task design came directly from previous SLA research on instructional tasks as summarized by Pica, Kanagy, and Falodun (1993), but the actual tasks took advantage of the Internet. Looking for ...
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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