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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... opportunities afforded by Internet speech communities in English. But certainly participation in Internet speech communities in English requires something from the participant in addition to access, interest, authority, and time. What ...
... opportunities afforded by Internet speech communities in English. But certainly participation in Internet speech communities in English requires something from the participant in addition to access, interest, authority, and time. What ...
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... opportunities for English language learners. I've noticed that level-headed teachers tend to be put off by the euphoric discourse of their colleagues who take up technology with what seems like religious conviction. On the other side ...
... opportunities for English language learners. I've noticed that level-headed teachers tend to be put off by the euphoric discourse of their colleagues who take up technology with what seems like religious conviction. On the other side ...
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... opportunity to develop tasks requiring learners to communicate with proficient speakers of English, knowledgeable ... opportunities afforded by written interactive exchanges. This mode, which allows the learner time to reflect on the ...
... opportunity to develop tasks requiring learners to communicate with proficient speakers of English, knowledgeable ... opportunities afforded by written interactive exchanges. This mode, which allows the learner time to reflect on the ...
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... opportunities for linguistic input for the learner and interaction with the computer. Interaction occurs as the learner clicks to move forward, or to request additional information such as word definitions or cultural notes about the ...
... opportunities for linguistic input for the learner and interaction with the computer. Interaction occurs as the learner clicks to move forward, or to request additional information such as word definitions or cultural notes about the ...
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... opportunity whereas the idea of developing novel assessment tasks through technology is seen by some as a double-edged sword. On the one hand, technology offers a rich variety of options for presenting text and media to examinees ...
... opportunity whereas the idea of developing novel assessment tasks through technology is seen by some as a double-edged sword. On the one hand, technology offers a rich variety of options for presenting text and media to examinees ...
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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