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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... Cognitive linguistic internal processing of form mental voice input Basic types of interactions Interaction hypothesis Sociocultural theory Depth of processing theory Co- constructing meaning focus is on interaction as one means of ...
... Cognitive linguistic internal processing of form mental voice input Basic types of interactions Interaction hypothesis Sociocultural theory Depth of processing theory Co- constructing meaning focus is on interaction as one means of ...
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... cognitive processing of input. Because input is typically enhanced interactively in CALL, the learner-computer interaction that is hypothesized to be of value in delivering enhanced input should simultaneously focus on linguistic form ...
... cognitive processing of input. Because input is typically enhanced interactively in CALL, the learner-computer interaction that is hypothesized to be of value in delivering enhanced input should simultaneously focus on linguistic form ...
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... cognitive perspective, Swain (1985) suggested that ideally the learner would have the opportunity to produce ”comprehensible output,” which refers to language that the learner produces to express a message. This is important, it is ...
... cognitive perspective, Swain (1985) suggested that ideally the learner would have the opportunity to produce ”comprehensible output,” which refers to language that the learner produces to express a message. This is important, it is ...
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... cognitive perspective, the benefits of producing language may be enhanced when learners have the opportunity to plan before speaking or writing. Second, the cognitive view also emphasizes the importance of opportunities to correct ...
... cognitive perspective, the benefits of producing language may be enhanced when learners have the opportunity to plan before speaking or writing. Second, the cognitive view also emphasizes the importance of opportunities to correct ...
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... cognitive and sociocultural perspectives outlined in this chapter. Chapter 3 Evaluating language learning Up to this point, system ...one of the more exciting workshops at the Chapter 2 Evaluating language learning.
... cognitive and sociocultural perspectives outlined in this chapter. Chapter 3 Evaluating language learning Up to this point, system ...one of the more exciting workshops at the Chapter 2 Evaluating language learning.
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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