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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Validation The other three issues raised by the use of computer-assisted
language assessment are related to validation theory and practice. The first calls
for a means of conceptualizing validity inquiry to address the question of whether
...
Validation The other three issues raised by the use of computer-assisted
language assessment are related to validation theory and practice. The first calls
for a means of conceptualizing validity inquiry to address the question of whether
...
˹éÒ
A third validation issue raised by computer-assisted language assessment
comes from the concern about negative affects that such assessments might
have on learners. Throughout the 1980s, language testing researchers have
increasingly ...
A third validation issue raised by computer-assisted language assessment
comes from the concern about negative affects that such assessments might
have on learners. Throughout the 1980s, language testing researchers have
increasingly ...
˹éÒ
These methods are the basic ones in validation research, some of which comes
from cognitive psychology (e.g. Snow & Lohman 1989), but the important
difference in studies of construct representation is that the primary focus of inquiry
is the ...
These methods are the basic ones in validation research, some of which comes
from cognitive psychology (e.g. Snow & Lohman 1989), but the important
difference in studies of construct representation is that the primary focus of inquiry
is the ...
˹éÒ
Validation The second set of issues that is highlighted through the use of
computerassisted language assessment is related to theory and practice in
validation research. In educational and research testing alike, the introduction of
new test ...
Validation The second set of issues that is highlighted through the use of
computerassisted language assessment is related to theory and practice in
validation research. In educational and research testing alike, the introduction of
new test ...
˹éÒ
one has to look beyond a validation approach that seeks to find equivalence
between methods. The challenge to this paradigm has been presented most
definitively by theory in language for specific purposes (LSP) testing. Based on
his ...
one has to look beyond a validation approach that seeks to find equivalence
between methods. The challenge to this paradigm has been presented most
definitively by theory in language for specific purposes (LSP) testing. Based on
his ...
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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
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| ª×èÍ˹ѧÊ×Í | English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technology àÅèÁ·Õè 7 ¢Í§ Language Learning & Language Teaching |
| ¼Ùéáµè§ | Carol A. Chapelle |
| ¼Ùé¨Ñ´¾ÔÁ¾ì | John Benjamins Publishing, 2003 |
| ISBN | 9027295956, 9789027295958 |
| ¤ÇÒÁÂÒÇ | 213 ˹éÒ |
| Êè§ÍÍ¡¡ÒÃÍéÒ§ÍÔ§ | BiBTeX EndNote RefMan |