English Language Learning and Technology: Lectures on applied linguistics in the age of information and communication technologyJohn Benjamins Publishing, 17 ¸.¤. 2003 - 213 ˹éÒ 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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... ability to communicate in ways that are fundamentally different from those found in other semiotic situations ... abilities he calls reading/research and writing/authorship (Warschauer 2000:521). In essence, he suggests that a strategic ...
... ability to communicate in ways that are fundamentally different from those found in other semiotic situations ... abilities he calls reading/research and writing/authorship (Warschauer 2000:521). In essence, he suggests that a strategic ...
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... ability–the ability to deploy the appropriate language knowledge and strategic competence for a particular context (Bachman 1990). This suggests that the context, which refers to all situational factors that have been described by ...
... ability–the ability to deploy the appropriate language knowledge and strategic competence for a particular context (Bachman 1990). This suggests that the context, which refers to all situational factors that have been described by ...
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... 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 ...
... 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 ...
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... ability find support from many English language teachers. In many teachers' minds today, principles for explaining why immersion is expected to help develop language ability derive from Krashen's (1982) idea about the value of ...
... ability find support from many English language teachers. In many teachers' minds today, principles for explaining why immersion is expected to help develop language ability derive from Krashen's (1982) idea about the value of ...
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... ability develops in a classroom setting without instruction in pragmatics; and what effects various approaches have ... ability? What are the pragmatic abilities that learners may pick up implicitly through participation in on-line ...
... ability develops in a classroom setting without instruction in pragmatics; and what effects various approaches have ... ability? What are the pragmatic abilities that learners may pick up implicitly through participation in on-line ...
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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