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 - 14 จาก 14
หน้า
... Responses indicating aspects of vocabulary knowledge for deriving diagnostic scores (i.e., several diagnostic scores from relevant clusters of items) (Chapelle 1993) or unanalyzed knowledge Orthographic Misspelling diseses (#35) (ok ...
... Responses indicating aspects of vocabulary knowledge for deriving diagnostic scores (i.e., several diagnostic scores from relevant clusters of items) (Chapelle 1993) or unanalyzed knowledge Orthographic Misspelling diseses (#35) (ok ...
หน้า
... responses (Jamieson, Campbell, Norfleet, & Berbisada 1993). This work makes it clear that evidence concerning the value of computer-assisted scoring of constructed responses needs to be considered on grounds other than the efficiency ...
... responses (Jamieson, Campbell, Norfleet, & Berbisada 1993). This work makes it clear that evidence concerning the value of computer-assisted scoring of constructed responses needs to be considered on grounds other than the efficiency ...
หน้า
... responses. Assessment–Transactions of the 1993 CALICO Symposium (pp. 28–32). Durham, NC: CALICO. Chapelle, C. A. (1994a). CALL activities: Are they all the same? System, 22(1), 33–45. Chapelle, C. A. (1994b). Are C-tests valid measures ...
... responses. Assessment–Transactions of the 1993 CALICO Symposium (pp. 28–32). Durham, NC: CALICO. Chapelle, C. A. (1994a). CALL activities: Are they all the same? System, 22(1), 33–45. Chapelle, C. A. (1994b). Are C-tests valid measures ...
หน้า
... responses 160 context analysis 79 of situation 109 embedded 110 corpus linguist 21 correction 39, 63, 64, 66, 137 critical classroom discourse analysis (CCDA) 117, 118 critical discourse analysis 8,33, 35, 117 critical pedagogy 9, 19 ...
... responses 160 context analysis 79 of situation 109 embedded 110 corpus linguist 21 correction 39, 63, 64, 66, 137 critical classroom discourse analysis (CCDA) 117, 118 critical discourse analysis 8,33, 35, 117 critical pedagogy 9, 19 ...
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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