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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... aspects of classroom pedagogy fail to address the concerns of developers of CALL materials. For example, the classic Fundamental Concepts in Language Teaching (Stern 1983) includes a wide range of concepts from methodology on one level ...
... aspects of classroom pedagogy fail to address the concerns of developers of CALL materials. For example, the classic Fundamental Concepts in Language Teaching (Stern 1983) includes a wide range of concepts from methodology on one level ...
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... aspects of the linguistic input is through explicit ”input enhancement” (Sharwood Smith 1993). In research on classroom learning, input enhancement can be accomplished by, for example, underlining text on a page, or stressing lexical ...
... aspects of the linguistic input is through explicit ”input enhancement” (Sharwood Smith 1993). In research on classroom learning, input enhancement can be accomplished by, for example, underlining text on a page, or stressing lexical ...
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... aspects of the input, particularly if it is part of a dialogue in which misunderstanding occurs. The research assessing the effects of marked input on acquisition indicates that this technique is worth considering, but only in ...
... aspects of the input, particularly if it is part of a dialogue in which misunderstanding occurs. The research assessing the effects of marked input on acquisition indicates that this technique is worth considering, but only in ...
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... aspect of word learning – being able to use the word in context – does improve more and persist better when learners study words with the concordancer. Cobb's research also points to the importance of the construction of the corpus, the ...
... aspect of word learning – being able to use the word in context – does improve more and persist better when learners study words with the concordancer. Cobb's research also points to the importance of the construction of the corpus, the ...
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... aspects of the syntax and vocabulary to make it accessible for the learner. One can identify a number of areas in which language can be simplified, as illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8 ...
... aspects of the syntax and vocabulary to make it accessible for the learner. One can identify a number of areas in which language can be simplified, as illustrated in Figure Original text: To tan or not to tan Two researchers. Figure 2.8 ...
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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