English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... responses, rest on the test developers' precise definition of what the test is intended to measure. These problems probe critical issues because specification of what a test is intended to measure is fundamental for language test design ...
... responses, rest on the test developers' precise definition of what the test is intended to measure. These problems probe critical issues because specification of what a test is intended to measure is fundamental for language test design ...
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... responses be scored meaningfully by a computer program? Is it valid to measure language abilities using a computer delivered test? Can constructs such as noticing be assessed on the basis of process data from CALL tasks? How can ...
... responses be scored meaningfully by a computer program? Is it valid to measure language abilities using a computer delivered test? Can constructs such as noticing be assessed on the basis of process data from CALL tasks? How can ...
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... responses to test tasks, the methods for scoring responses have not been sensitive enough to document its complexity. For example, if speaking ability is defined as consisting of abilities for use of particular types of ...
... responses to test tasks, the methods for scoring responses have not been sensitive enough to document its complexity. For example, if speaking ability is defined as consisting of abilities for use of particular types of ...
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... responses. Typically such responses consist of essay-length written input, but a few tests are attempting automatic scoring of examinees' shorter written responses and even oral language. The computationallinguists, who know nothing ...
... responses. Typically such responses consist of essay-length written input, but a few tests are attempting automatic scoring of examinees' shorter written responses and even oral language. The computationallinguists, who know nothing ...
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... responses as correct or incorrect dichotomously. A right/wrong decision requires only a simple match of the response to the target linguistic forms, and therefore circumvents the useful questions such as what makes the response correct ...
... responses as correct or incorrect dichotomously. A right/wrong decision requires only a simple match of the response to the target linguistic forms, and therefore circumvents the useful questions such as what makes the response correct ...
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