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 81
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... type messages. One suspects that the conversations go beyond greetings at some point, as they do in the bulletin board section of Dave's ESL Café, where one might find a comment such as this under the category of “The Strange and ...
... type messages. One suspects that the conversations go beyond greetings at some point, as they do in the bulletin board section of Dave's ESL Café, where one might find a comment such as this under the category of “The Strange and ...
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... type of postmethodology parameters (Kumaravadivelu 2001) currently discussed as a way to guide teaching practice seem to be even more abstract. Nevertheless, a body of professional knowledge does exist for classroom teaching. In ...
... type of postmethodology parameters (Kumaravadivelu 2001) currently discussed as a way to guide teaching practice seem to be even more abstract. Nevertheless, a body of professional knowledge does exist for classroom teaching. In ...
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... types of enhancement. Such enhancements of the linguistic input are intended to transform the language that the learner reads or hears into a potential language lesson. Table 2.1 Types of enhanced input expected to be beneficial to ...
... types of enhancement. Such enhancements of the linguistic input are intended to transform the language that the learner reads or hears into a potential language lesson. Table 2.1 Types of enhanced input expected to be beneficial to ...
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... types of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in the garden that the rabbits do not like. Moth balls, human hair, and marigolds may help to deter hungry ...
... types of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in the garden that the rabbits do not like. Moth balls, human hair, and marigolds may help to deter hungry ...
หน้า
... types Rabbits like of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in young plants substances marigolds the garden that the rabbits do not like. marigolds Moth balls ...
... types Rabbits like of garden flowers, particularly when the plants are young. People attempt to save their plants by placing substances in young plants substances marigolds the garden that the rabbits do not like. marigolds Moth balls ...
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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