English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyThis 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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For example, a chat conversation that is conducted in writing is available for
examination of the ideas and language that have been contributed by the
participants. The teacher can use such a transcript as a springboard for
discussion, ...
For example, a chat conversation that is conducted in writing is available for
examination of the ideas and language that have been contributed by the
participants. The teacher can use such a transcript as a springboard for
discussion, ...
˹éÒ
Looking particularly for 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.
Looking particularly for 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.
˹éÒ
... during a period when CALL vs. classroom research was being conducted.
Participants confirmed that their administrators were interested in learning that
the CALL sections of the language classes did in fact perform just as well as
those in ...
... during a period when CALL vs. classroom research was being conducted.
Participants confirmed that their administrators were interested in learning that
the CALL sections of the language classes did in fact perform just as well as
those in ...
˹éÒ
... if any lesson can be learned from history, it is that fundamental issues about
the what and why of research are the site of ongoing struggle in which
participants have to constantly examine their own theoretical understanding and
purposes.
... if any lesson can be learned from history, it is that fundamental issues about
the what and why of research are the site of ongoing struggle in which
participants have to constantly examine their own theoretical understanding and
purposes.
˹éÒ
Sauro developed two types of tasks based on previous classroom-based
research, and then she investigated the amount of talk that participants engaged
in, and the number of instances of negotiation of meaning. The principles for task
...
Sauro developed two types of tasks based on previous classroom-based
research, and then she investigated the amount of talk that participants engaged
in, and the number of instances of negotiation of meaning. The principles for task
...
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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
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |