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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... classroom if they are to increase their communicative competence, but “practice” can consist of many different types of English language use. As an ESL teacher at large research universities in the United States for most of my career, I ...
... classroom if they are to increase their communicative competence, but “practice” can consist of many different types of English language use. As an ESL teacher at large research universities in the United States for most of my career, I ...
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... classroom constitute a political act that portrays their complicity with Western-style corporations and consumerism. Cummins' (2000) moderating perspective helps to articulate the middle ground for English language teaching: Rather than ...
... classroom constitute a political act that portrays their complicity with Western-style corporations and consumerism. Cummins' (2000) moderating perspective helps to articulate the middle ground for English language teaching: Rather than ...
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... , news, discussion of opinion based. Figure 1.2 An example of a screen for a chat room or a computer-assisted classroom discussion Traditional L2 Tasks Technology-mediated L2 Tasks. The changing world of English language teaching.
... , news, discussion of opinion based. Figure 1.2 An example of a screen for a chat room or a computer-assisted classroom discussion Traditional L2 Tasks Technology-mediated L2 Tasks. The changing world of English language teaching.
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... classroom tasks. Instead the point is that the normal procedures and constraints existing in the classroom of paper-based books and materials offer fewer options relative to the normal means of developing tasks through technology ...
... classroom tasks. Instead the point is that the normal procedures and constraints existing in the classroom of paper-based books and materials offer fewer options relative to the normal means of developing tasks through technology ...
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... classroom. Teachers can also develop tasks requiring students to communicate by posting, or “publishing” their written and oral work on the World Wide Web where others can access it. For Web publishing activities, it is not essential ...
... classroom. Teachers can also develop tasks requiring students to communicate by posting, or “publishing” their written and oral work on the World Wide Web where others can access it. For Web publishing activities, it is not essential ...
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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