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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... and when they are interested. They can lurk in a discussion perhaps to benefit
from the input without being pressed to produce any language. If and when
learners choose to participate, the interactive written language in computer-
mediated ...
... and when they are interested. They can lurk in a discussion perhaps to benefit
from the input without being pressed to produce any language. If and when
learners choose to participate, the interactive written language in computer-
mediated ...
˹éÒ
... texts, and lectures) that are prevalent in these professions. Even in courses
targeting “general” communication skills, however, particular conversations,
written texts, and lectures are chosen as sufficiently representative to warrant
inclusion.
... texts, and lectures) that are prevalent in these professions. Even in courses
targeting “general” communication skills, however, particular conversations,
written texts, and lectures are chosen as sufficiently representative to warrant
inclusion.
˹éÒ
... literacy skills are needed for effective communication by replacing the target
constructs of reading and writing in English language teaching with the broader
abilities he calls reading/research and writing/authorship (Warschauer 2000:521)
.
... literacy skills are needed for effective communication by replacing the target
constructs of reading and writing in English language teaching with the broader
abilities he calls reading/research and writing/authorship (Warschauer 2000:521)
.
˹éÒ
I once lost a file that I needed on my disk because I responded incorrectly to a
question in Danish which in retrospect I think must have asked if it was ok to write
over the file that I was trying to open. If the computer is the mode of
communication ...
I once lost a file that I needed on my disk because I responded incorrectly to a
question in Danish which in retrospect I think must have asked if it was ok to write
over the file that I was trying to open. If the computer is the mode of
communication ...
˹éÒ
Such abilities are becoming normal and expected as technology disappears: “We
cannot simply choose our tools (i.e., to write longhand, use a typewriter, a word
processor, or e-mail) in order to be literate participants. Instead, the technology ...
Such abilities are becoming normal and expected as technology disappears: “We
cannot simply choose our tools (i.e., to write longhand, use a typewriter, a word
processor, or e-mail) in order to be literate participants. Instead, the technology ...
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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 |