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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Both attempted to reveal how technology is likely to affect English language
teaching in the coming years. ... Just as language teachers differ in their
approaches, futurists' opinions about the development and spread of technology
vary ...
Both attempted to reveal how technology is likely to affect English language
teaching in the coming years. ... Just as language teachers differ in their
approaches, futurists' opinions about the development and spread of technology
vary ...
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(Rose 2000:xi) The paradox offered by critical perspectives on technology is no
stranger to English language teachers, ... complicity with imperialistic motives as
they engage in the political act of English language teaching (Phillipson 1992).
(Rose 2000:xi) The paradox offered by critical perspectives on technology is no
stranger to English language teachers, ... complicity with imperialistic motives as
they engage in the political act of English language teaching (Phillipson 1992).
˹éÒ
(1999:346; italics in original) In the 21st century, English language teachers
apparently need to add another thick layer to the ... Visioning the future of ELT A
vision of the future of English language teaching and appliedlinguistics needs to
be ...
(1999:346; italics in original) In the 21st century, English language teachers
apparently need to add another thick layer to the ... Visioning the future of ELT A
vision of the future of English language teaching and appliedlinguistics needs to
be ...
˹éÒ
Perspective Implication for ELT Teachers Technologist Technological and
researchers potentials should be educated about Rapid advances in technology
suggest possibilities that could improve or change their work. pervasive access to
and ...
Perspective Implication for ELT Teachers Technologist Technological and
researchers potentials should be educated about Rapid advances in technology
suggest possibilities that could improve or change their work. pervasive access to
and ...
˹éÒ
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
Language teachers plan their instruction with the goal of increasing learners'
communicative language ability, but precisely what the construct means depends
on the situations in which the learners will use English in the future. The clearest
...
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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