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 81
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... types of tasks that teachers can construct for their students. One type of task is developed from software for computer-mediated communication (such as e-mail or chats), whereas the other is based on interactions between the learner and ...
... types of tasks that teachers can construct for their students. One type of task is developed from software for computer-mediated communication (such as e-mail or chats), whereas the other is based on interactions between the learner and ...
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... type of chat can take place over the Internet and can be conducted through voice messaging as well as text, or a combination of the two. Asynchronous communication allows learners to read/speak and write/hear electronic messages, which ...
... type of chat can take place over the Internet and can be conducted through voice messaging as well as text, or a combination of the two. Asynchronous communication allows learners to read/speak and write/hear electronic messages, which ...
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... types of Internet software extend computer-assisted discussion beyond the time, location – and even the participants ... types of linking-related tags illustrated. One is the type that encloses each idiom. For example, the idiom “foot ...
... types of Internet software extend computer-assisted discussion beyond the time, location – and even the participants ... types of linking-related tags illustrated. One is the type that encloses each idiom. For example, the idiom “foot ...
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... type of interactivity can be developed by teachers who wish to offer hypertextual support for electronic texts their students read. The hyperlink, of course, is not confined to text; the file named in the linking tag can refer to an ...
... type of interactivity can be developed by teachers who wish to offer hypertextual support for electronic texts their students read. The hyperlink, of course, is not confined to text; the file named in the linking tag can refer to an ...
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... type and frequency of particular grammatical forms (Granger 1998). Like corpus approaches to target forms of English grammar, corpus research on learner language is providing a clearer picture of learners' grammars from a quantitative ...
... type and frequency of particular grammatical forms (Granger 1998). Like corpus approaches to target forms of English grammar, corpus research on learner language is providing a clearer picture of learners' grammars from a quantitative ...
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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