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 35
หน้า
... principles of input enhancement for CALL. Enhanced input for CALL What are the best ways for enhancing written and aural input in CALL materials? The research on enhanced input in the classroom offers some principles and observations ...
... principles of input enhancement for CALL. Enhanced input for CALL What are the best ways for enhancing written and aural input in CALL materials? The research on enhanced input in the classroom offers some principles and observations ...
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... principle as well. In Watanabe's comparison of techniques for vocabulary annotation, he asked learners to give L1 definitions of what they had understood the words to mean. He found that “[e]ven if explanations are inserted for ...
... principle as well. In Watanabe's comparison of techniques for vocabulary annotation, he asked learners to give L1 definitions of what they had understood the words to mean. He found that “[e]ven if explanations are inserted for ...
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... principles for realizing the benefits of planning should be included in CALL pedagogy. Correcting linguistic production Correcting linguistic production refers to the learners' own correction of errors in the language they have produced ...
... principles for realizing the benefits of planning should be included in CALL pedagogy. Correcting linguistic production Correcting linguistic production refers to the learners' own correction of errors in the language they have produced ...
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... principle that the learner benefits from correcting his or her own language might be fruitfully applied to these as well. Help during production Error correction prompted by the teacher, other learners, or the computer comprises one ...
... principle that the learner benefits from correcting his or her own language might be fruitfully applied to these as well. Help during production Error correction prompted by the teacher, other learners, or the computer comprises one ...
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... principles drawn from theory and research on instructed second language learning that have implications for the way that technology might most effectively be used in language teaching. It focused on the linguistic aspect of instruction ...
... principles drawn from theory and research on instructed second language learning that have implications for the way that technology might most effectively be used in language teaching. It focused on the linguistic aspect of instruction ...
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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