English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... offers a contrasting balance to the vision of the technologist. The social pragmatist points out that the latter has captured the imagination of those in the media who forecast sweeping social consequences of the technologist's ...
... offers a contrasting balance to the vision of the technologist. The social pragmatist points out that the latter has captured the imagination of those in the media who forecast sweeping social consequences of the technologist's ...
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... offers a different interpretation: Just as data should be viewed as a degraded form of knowledge, computermediated communication should be viewed as a degraded form of symbolic interaction – one that reinforces the rootless individual ...
... offers a different interpretation: Just as data should be viewed as a degraded form of knowledge, computermediated communication should be viewed as a degraded form of symbolic interaction – one that reinforces the rootless individual ...
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... offered by critical perspectives on technology is no stranger to English language teachers, who have been duly warned about their complicity with imperialistic motives as they engage in the political act of English language teaching ...
... offered by critical perspectives on technology is no stranger to English language teachers, who have been duly warned about their complicity with imperialistic motives as they engage in the political act of English language teaching ...
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... offers some insights into the motivation of ESL learners as it relates to Internet communication by providing an in-depth look at how one learner was afforded opportunities for successful use of English through technology. Lam (2000) ...
... offers some insights into the motivation of ESL learners as it relates to Internet communication by providing an in-depth look at how one learner was afforded opportunities for successful use of English through technology. Lam (2000) ...
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... offer communication tasks with high cognitive demands and high contextual support” (p. 124). The implication of this analysis better resonates with my personal experience using labspeak in my second language, French. Moreover, it better ...
... offer communication tasks with high cognitive demands and high contextual support” (p. 124). The implication of this analysis better resonates with my personal experience using labspeak in my second language, French. Moreover, it better ...
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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