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 40
หน้า
... understanding how interaction might benefit language development and ultimately to apply that understanding to interaction in CALL. Theoretical perspectives on interaction A useful theory of interaction in CALL needs to define broadly ...
... understanding how interaction might benefit language development and ultimately to apply that understanding to interaction in CALL. Theoretical perspectives on interaction A useful theory of interaction in CALL needs to define broadly ...
หน้า
... understanding, and for activating deep processing of input. These three benefits of interaction represent three perspectives, rather than distinct categories. For example, during interaction, assistance might be provided by an ...
... understanding, and for activating deep processing of input. These three benefits of interaction represent three perspectives, rather than distinct categories. For example, during interaction, assistance might be provided by an ...
หน้า
... understanding of the meaning. The learner has opportunities for producing comprehensible output and correct its form. The learner has on-going knowledge of whether or not the interpretation of input is accurate. The learner obtains word ...
... understanding of the meaning. The learner has opportunities for producing comprehensible output and correct its form. The learner has on-going knowledge of whether or not the interpretation of input is accurate. The learner obtains word ...
หน้า
... understanding CALL and research. But it is frustrating because professional developers tend not to want to spend money on research unless the investment will provide outcomes that can be used for marketing. The motive of generating ...
... understanding CALL and research. But it is frustrating because professional developers tend not to want to spend money on research unless the investment will provide outcomes that can be used for marketing. The motive of generating ...
หน้า
... understanding for departments, institutions, professional associations and decision-making bodies of the range of activities represented in the field, and (ii) to provide an organised and consistent perspective on the rubrics under ...
... understanding for departments, institutions, professional associations and decision-making bodies of the range of activities represented in the field, and (ii) to provide an organised and consistent perspective on the rubrics under ...
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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