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 6 - 10 จาก 100
หน้า
... and discussions, for example. The vision is that the coming generations of such courses will include an interface and learning tasks that model interactions with a private human tutor. The suggestion is. Chapter 1.
... and discussions, for example. The vision is that the coming generations of such courses will include an interface and learning tasks that model interactions with a private human tutor. The suggestion is. Chapter 1.
หน้า
... tasks were probably not valuable for English language teaching. But do the linguistic features observed in this study really indicate that engaging in labspeak does not constitute valuable language practice? It is interesting to note ...
... tasks were probably not valuable for English language teaching. But do the linguistic features observed in this study really indicate that engaging in labspeak does not constitute valuable language practice? It is interesting to note ...
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... Tasks for language learning Technology-mediated L2 learning tasks are discussed more extensively in Chapters 2 and 3, but they are introduced here as comprised of two types of tasks that teachers can construct for their students. One type ...
... Tasks for language learning Technology-mediated L2 learning tasks are discussed more extensively in Chapters 2 and 3, but they are introduced here as comprised of two types of tasks that teachers can construct for their students. One type ...
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... tasks developed through CMC (Egbert & Hanson-Smith 1999; Swaffar, Romano, Markley, & Arens 1998), and several researchers have investigated their use ... Tasks Technology-mediated L2 Tasks. The changing world of English language teaching.
... tasks developed through CMC (Egbert & Hanson-Smith 1999; Swaffar, Romano, Markley, & Arens 1998), and several researchers have investigated their use ... Tasks Technology-mediated L2 Tasks. The changing world of English language teaching.
หน้า
... tasks not confined by distance provides the opportunity to develop tasks requiring learners to communicate with proficient speakers of English, knowledgeable informants, and interesting interlocutors, none of whom might be available in ...
... tasks not confined by distance provides the opportunity to develop tasks requiring learners to communicate with proficient speakers of English, knowledgeable informants, and interesting interlocutors, none of whom might be available 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