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 6 - 10 จาก 29
หน้า
... of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction, and evaluation. The potential of technology for language learning.
... of the materials is efficient – i.e., worth the time of both learner and developer. Knowledge about classroom teaching: processes of presentation, interaction, and evaluation. The potential of technology for language learning.
หน้า
... presentation, interaction, and evaluation Knowledge about CALL: processes and materials selection Knowledge about materials development: selection and preparation of materials Figure 2.1 The distinct knowledge bases of classroom ...
... presentation, interaction, and evaluation Knowledge about CALL: processes and materials selection Knowledge about materials development: selection and preparation of materials Figure 2.1 The distinct knowledge bases of classroom ...
หน้า
... presentation of input. But how can this be accomplished in CALL tasks? In CALL tasks, the options for prompting repetitions throughout a task need to be explored beyond the use of the repeat button in audio and video input because these ...
... presentation of input. But how can this be accomplished in CALL tasks? In CALL tasks, the options for prompting repetitions throughout a task need to be explored beyond the use of the repeat button in audio and video input because these ...
หน้า
... presentation of repetitions of examples of a particular lexicogrammatical pattern, in a way that, as Cobb (1999) puts it, should combine the advantages of list learning and learning from exposure to words in contexts. Figure 2.6 shows ...
... presentation of repetitions of examples of a particular lexicogrammatical pattern, in a way that, as Cobb (1999) puts it, should combine the advantages of list learning and learning from exposure to words in contexts. Figure 2.6 shows ...
หน้า
... presented texts. In a hypermedia environment, the learner can have access to the authentic text in addition to ... presenting interactive vocabulary annotations (e.g., Chun & Plass 1996; DeRidder 2002; Lomicka 1998). The design and ...
... presented texts. In a hypermedia environment, the learner can have access to the authentic text in addition to ... presenting interactive vocabulary annotations (e.g., Chun & Plass 1996; DeRidder 2002; Lomicka 1998). The design 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