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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These are just a couple of examples of the ways in which software can produce
displays focusing on particular linguistic features. There are comparable audio
and video programs, some of them already implemented in CD ROM packages.
These are just a couple of examples of the ways in which software can produce
displays focusing on particular linguistic features. There are comparable audio
and video programs, some of them already implemented in CD ROM packages.
˹éÒ
... particularly the spoken language, but this experience is limited in terms of the
degree to which it can help the learner to develop grammatical competence and
particularly the ability to produce grammatical language. How can instruction
help ...
... particularly the spoken language, but this experience is limited in terms of the
degree to which it can help the learner to develop grammatical competence and
particularly the ability to produce grammatical language. How can instruction
help ...
˹éÒ
Teachers and publishers produce learning materials, but research on materials
tends to be limited to corpusbased research and needs analysis, both of which
help to identify appropriate language to include. An understanding of what ...
Teachers and publishers produce learning materials, but research on materials
tends to be limited to corpusbased research and needs analysis, both of which
help to identify appropriate language to include. An understanding of what ...
˹éÒ
From the cognitive perspective, among the most prominent [interests] are L2
comprehension, planning, and production; motivation; and attention to, and
awareness of, L2 meaning and form. Social processes include various forms of ...
From the cognitive perspective, among the most prominent [interests] are L2
comprehension, planning, and production; motivation; and attention to, and
awareness of, L2 meaning and form. Social processes include various forms of ...
˹éÒ
... produce the target language, and it is enhanced when learners have time to
plan their production and when they are offered correction. The study of social
processes comes to similar conclusions, but with emphasis on the role of the
context ...
... produce the target language, and it is enhanced when learners have time to
plan their production and when they are offered correction. The study of social
processes comes to similar conclusions, but with emphasis on the role of the
context ...
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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 |