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 24
หน้า
... Sequences marked by sending message; cohesion though topic repetition and question-answer Questions, imperati- ves, and statements; personal pronouns in first and second person, names and sequences feelings Text 3 (Listening “I,” “Ned ...
... Sequences marked by sending message; cohesion though topic repetition and question-answer Questions, imperati- ves, and statements; personal pronouns in first and second person, names and sequences feelings Text 3 (Listening “I,” “Ned ...
หน้า
... sequences as influenced by the chat medium. In short, process data themselves are seldom of interest to researchers ... sequence of moves that comprise the data of interest. Text 2 is repeated in Figure 4.3 within Notation A. Notation B ...
... sequences as influenced by the chat medium. In short, process data themselves are seldom of interest to researchers ... sequence of moves that comprise the data of interest. Text 2 is repeated in Figure 4.3 within Notation A. Notation B ...
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... sequence of participants, their texts, their mouse clicks, or a functional description of their moves, depending on ... sequence Figure 4.3 Two notations for capturing a sequence of interactions Figure 4.5 Task characteristics as ...
... sequence of participants, their texts, their mouse clicks, or a functional description of their moves, depending on ... sequence Figure 4.3 Two notations for capturing a sequence of interactions Figure 4.5 Task characteristics as ...
หน้า
... sequences consisting of “trigger, indicator, response, reaction” were considered as evidence of negotiation of meaning within the jigsaw task. Negotiation of meaning was the particular strategy of interest and it was inferred from the ...
... sequences consisting of “trigger, indicator, response, reaction” were considered as evidence of negotiation of meaning within the jigsaw task. Negotiation of meaning was the particular strategy of interest and it was inferred from the ...
หน้า
... sequence in process data (from Blake 2000: 125) Noticing gaps Based on the argument that noticing is essential for acquisition (Schmidt 1990, 2001), researchers have suggested that CALL process data might be examined for evidence of ...
... sequence in process data (from Blake 2000: 125) Noticing gaps Based on the argument that noticing is essential for acquisition (Schmidt 1990, 2001), researchers have suggested that CALL process data might be examined for evidence of ...
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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