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 11 - 15 จาก 45
หน้า
... performance was interlanguage lexical knowledge. A second example comes from studies investigating automaticity by recording the amount of time it takes learners to respond to an item in an on-line grammar task (DeKeyser 1997; Hagen ...
... performance was interlanguage lexical knowledge. A second example comes from studies investigating automaticity by recording the amount of time it takes learners to respond to an item in an on-line grammar task (DeKeyser 1997; Hagen ...
หน้า
... performance, Skehan points out that tasks should give learners the opportunity to develop in at least one during task performance, and therefore that these are the key processes to look for in task evaluation. For example, a task ...
... performance, Skehan points out that tasks should give learners the opportunity to develop in at least one during task performance, and therefore that these are the key processes to look for in task evaluation. For example, a task ...
หน้า
... performance of L2 learners as they participate in the task. Some of the first observations included, for example, the differences in the language produced when tasks required a “twoway” information exchange for goal completion rather ...
... performance of L2 learners as they participate in the task. Some of the first observations included, for example, the differences in the language produced when tasks required a “twoway” information exchange for goal completion rather ...
หน้า
... performance. When the performance of interest changes, the task features are likely to as well. Skehan was interested in identifying the task features accounting for fluency, accuracy, and complexity, because from a practical ...
... performance. When the performance of interest changes, the task features are likely to as well. Skehan was interested in identifying the task features accounting for fluency, accuracy, and complexity, because from a practical ...
หน้า
... performance, one way of evaluating the task theory comprised of such factors is to calculate a correlation between task features and levels of performance. However, doing so requires a means of quantifying the task features, and ...
... performance, one way of evaluating the task theory comprised of such factors is to calculate a correlation between task features and levels of performance. However, doing so requires a means of quantifying the task features, and ...
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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