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 95
หน้า
... question the extent to which test taking through technology might be more difficult, or simply different than paper-and ... questions about the meanings expressed in the reading. The computer-based TOEFL also contains such items, but it ...
... question the extent to which test taking through technology might be more difficult, or simply different than paper-and ... questions about the meanings expressed in the reading. The computer-based TOEFL also contains such items, but it ...
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... question is to clarify an approach to technology that would be unacceptable in applied linguistics. Describing an article Bowers considers typical of those in the literature on educational computing, he points out that it “introduces ...
... question is to clarify an approach to technology that would be unacceptable in applied linguistics. Describing an article Bowers considers typical of those in the literature on educational computing, he points out that it “introduces ...
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... question for language teachers is what are the specific technology skills and knowledge that are needed to implement pedagogical practices in the postmodern, high-tech era? Graddol's (2001) observation about questions concerning global ...
... question for language teachers is what are the specific technology skills and knowledge that are needed to implement pedagogical practices in the postmodern, high-tech era? Graddol's (2001) observation about questions concerning global ...
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... questions are not as simple as one may be led to believe by the current rhetoric on electronic learning. Moreover, as I pointed out in the previous chapter, the public discourse on technology offers better data for critical discourse ...
... questions are not as simple as one may be led to believe by the current rhetoric on electronic learning. Moreover, as I pointed out in the previous chapter, the public discourse on technology offers better data for critical discourse ...
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... question of whether or not the design 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 ...
... question of whether or not the design 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 ...
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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