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 1 - 5 จาก 49
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... reading on the screen might be Chinese or Spanish, because although the majority of language on the Internet remains English, other languages appear today in large quantities as well. However, ten years ago when I made the same ...
... reading on the screen might be Chinese or Spanish, because although the majority of language on the Internet remains English, other languages appear today in large quantities as well. However, ten years ago when I made the same ...
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... reading this study, I am reminded of the late night computer lab, where the students appeared to have been motivated to come to escape the solitude of their dormitory rooms and apartments by engaging in some intellectual activity and ...
... reading this study, I am reminded of the late night computer lab, where the students appeared to have been motivated to come to escape the solitude of their dormitory rooms and apartments by engaging in some intellectual activity and ...
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... reading from the screen and typing on their keyboards, perhaps single commands to perform such functions as copying a file from one location to another, instructing the editor to show lines of the program code, run the program, or print ...
... reading from the screen and typing on their keyboards, perhaps single commands to perform such functions as copying a file from one location to another, instructing the editor to show lines of the program code, run the program, or print ...
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... reading and writing in English language teaching with the broader abilities he calls reading/research and writing/authorship (Warschauer 2000:521). In essence, he suggests that a strategic dimension be explicitly included in these ...
... reading and writing in English language teaching with the broader abilities he calls reading/research and writing/authorship (Warschauer 2000:521). In essence, he suggests that a strategic dimension be explicitly included in these ...
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... readers on the World Wide Web lined, in most cases), and that when the reader clicks. Figure 1.5 HTML-coded text with links to definitions and graphics ogy for language assessment practices (e.g., Burstein, Frase, Ginther, &. <HTML> ...
... readers on the World Wide Web lined, in most cases), and that when the reader clicks. Figure 1.5 HTML-coded text with links to definitions and graphics ogy for language assessment practices (e.g., Burstein, Frase, Ginther, &. <HTML> ...
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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