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 51
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... requiring the reader to guess the meaning. The first method operationalized the principle of “elaboration” discussed further below. The second was a straightforward provision of help outside the text, and the third operationalized a ...
... requiring the reader to guess the meaning. The first method operationalized the principle of “elaboration” discussed further below. The second was a straightforward provision of help outside the text, and the third operationalized a ...
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... require different forms of enhancement. Chaudron's (1983a) study of a variety of ways of providing syntactic enhancements for aural text offers a good starting point for considering the issues. Finding that simple repetition of nouns ...
... require different forms of enhancement. Chaudron's (1983a) study of a variety of ways of providing syntactic enhancements for aural text offers a good starting point for considering the issues. Finding that simple repetition of nouns ...
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... requiring the learners to produce and correct their linguistic output during interaction in face-to-face group work in class (He & Ellis 1999; Nobuyoshi & Ellis 1993; Swain 1998). Production in CALL tasks Technology-mediated tasks ...
... requiring the learners to produce and correct their linguistic output during interaction in face-to-face group work in class (He & Ellis 1999; Nobuyoshi & Ellis 1993; Swain 1998). Production in CALL tasks Technology-mediated tasks ...
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... require particular aspects of task design. Planning One of the benefits cited for tasks constructed through computer-mediated communication is that learners have the opportunity for planning before producing the language. But the ...
... require particular aspects of task design. Planning One of the benefits cited for tasks constructed through computer-mediated communication is that learners have the opportunity for planning before producing the language. But the ...
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... require participants to request and supply information. These task features had been suggested based on a synthesis of research ... requires tasks that allow planning time and that set expectations for grammatically correct language. In ...
... require participants to request and supply information. These task features had been suggested based on a synthesis of research ... requires tasks that allow planning time and that set expectations for grammatically correct language. In ...
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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