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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If the learner knows that a product that will be presented to others will result from
the task, more accurate language may be elicited. This view of influences on
tasks suggests that the task might best be theorized as a three-part process ...
If the learner knows that a product that will be presented to others will result from
the task, more accurate language may be elicited. This view of influences on
tasks suggests that the task might best be theorized as a three-part process ...
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Criteria for features In my view, a theory of L2 tasks should include at least the
types of features that appear in Table 5.4. However, this chapter has presented
three views of potential features with little discussion of criteria for including
features.
Criteria for features In my view, a theory of L2 tasks should include at least the
types of features that appear in Table 5.4. However, this chapter has presented
three views of potential features with little discussion of criteria for including
features.
˹éÒ
The challenge to this paradigm has been presented most definitively by theory in
language for specific purposes (LSP) testing. Based on his research on LSP,
Douglas saw the problem with the assumption that method effects on test ...
The challenge to this paradigm has been presented most definitively by theory in
language for specific purposes (LSP) testing. Based on his research on LSP,
Douglas saw the problem with the assumption that method effects on test ...
˹éÒ
... is most likely to take place are needed if specific decisions about learning tasks
are to be developed. Chapter 2 presented a number of specific implications for
designing opportunities for input, interaction, and production in CALL tasks.
... is most likely to take place are needed if specific decisions about learning tasks
are to be developed. Chapter 2 presented a number of specific implications for
designing opportunities for input, interaction, and production in CALL tasks.
˹éÒ
Computer assisted language learning and distance learning. Paper presented at
the Conference on Less Commonly Taught Languages sponsored by CLEAR,
Michigan State University, February 1–3, 2002, Arlington, Virginia. Chapelle,
C. A. ...
Computer assisted language learning and distance learning. Paper presented at
the Conference on Less Commonly Taught Languages sponsored by CLEAR,
Michigan State University, February 1–3, 2002, Arlington, Virginia. Chapelle,
C. A. ...
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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 |