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 49
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... reader clicks on it, the browser should display the contents of the file called defwt10.html. The specified file ... reading when they clicked. The linking tag in the definition file, then looks like this: <A HREF=“idiomswt.html#PA2 ...
... reader clicks on it, the browser should display the contents of the file called defwt10.html. The specified file ... reading when they clicked. The linking tag in the definition file, then looks like this: <A HREF=“idiomswt.html#PA2 ...
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... reading class would be to routinely give learners reading assignments that require them to read texts on the Web, find specific pieces of information to highlight and copy, and then paste them into a word document. Beyond large-scale ...
... reading class would be to routinely give learners reading assignments that require them to read texts on the Web, find specific pieces of information to highlight and copy, and then paste them into a word document. Beyond large-scale ...
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... readers are left to make the connections. The concept of teaching method is criticized for its generality with respect even to classroom teaching, and the type of postmethodology parameters (Kumaravadivelu 2001) currently discussed as a ...
... readers are left to make the connections. The concept of teaching method is criticized for its generality with respect even to classroom teaching, and the type of postmethodology parameters (Kumaravadivelu 2001) currently discussed as a ...
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... reading or listening for meaning. Moreover, the likelihood of learners' acquiring linguistic input increases if their attention is drawn to salientlinguistic features (Robinson 1995; Schmidt 1990; Skehan 1998). One way that learners can ...
... reading or listening for meaning. Moreover, the likelihood of learners' acquiring linguistic input increases if their attention is drawn to salientlinguistic features (Robinson 1995; Schmidt 1990; Skehan 1998). One way that learners can ...
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... reading the text. Figure 2.3, for example, shows a text marked to draw learners' attention to the form of the verb complements. The idea is that the learner would be reading the text for meaning, but would simultaneously notice the ...
... reading the text. Figure 2.3, for example, shows a text marked to draw learners' attention to the form of the verb complements. The idea is that the learner would be reading the text for meaning, but would simultaneously notice the ...
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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