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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Looking particularly for negotiation of meaning in the data, Pellettieri (2000)
concluded that tasks with a pedagogical function should be goal-oriented, have
few possible outcomes, and require participants to request and supply
information.
Looking particularly for negotiation of meaning in the data, Pellettieri (2000)
concluded that tasks with a pedagogical function should be goal-oriented, have
few possible outcomes, and require participants to request and supply
information.
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The value of help received during collaboration in on-line tasks also requires
further investigation; however, one might speculate that, like Watanabe's findings
for comprehending input, the linguistic results might be best for collaboratively ...
The value of help received during collaboration in on-line tasks also requires
further investigation; however, one might speculate that, like Watanabe's findings
for comprehending input, the linguistic results might be best for collaboratively ...
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... needs to be constructed. The detailed type of knowledge called for by applied
linguists requires a more delicate set of research methods than a research
design that compares CALL and. Chapter 3 Increasing professional knowledge.
... needs to be constructed. The detailed type of knowledge called for by applied
linguists requires a more delicate set of research methods than a research
design that compares CALL and. Chapter 3 Increasing professional knowledge.
˹éÒ
The first question requires description of the language that learners hear/read
and produce during the CALL activity. It is critical because its answer provides
the instructor a means of deciding the role that the CALL activity should play
relative ...
The first question requires description of the language that learners hear/read
and produce during the CALL activity. It is critical because its answer provides
the instructor a means of deciding the role that the CALL activity should play
relative ...
˹éÒ
Evaluating the quality of learner language in an L2 task requires that some
assumptions be held concerning the types of language use expected to be
beneficial for L2 development. (Chapelle 1997:22) In particular, I argued that
theory from ...
Evaluating the quality of learner language in an L2 task requires that some
assumptions be held concerning the types of language use expected to be
beneficial for L2 development. (Chapelle 1997:22) In particular, I argued that
theory from ...
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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 |