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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... considered as positive for acquisition. The learner attempts to find the meaning of the word (e.g., in a dictionary or by asking someone). The learner judges the extent to which the word is similar to another or appropriate in a context ...
... considered as positive for acquisition. The learner attempts to find the meaning of the word (e.g., in a dictionary or by asking someone). The learner judges the extent to which the word is similar to another or appropriate in a context ...
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... considered critically in view of the 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 ...
... considered critically in view of the 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 ...
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... considered relevant and valid, I believe the solution would be seen as a need to improve CALL rather than to restore classrooms. The publisher I have been approached more than once by professional developers and publishers of technology ...
... considered relevant and valid, I believe the solution would be seen as a need to improve CALL rather than to restore classrooms. The publisher I have been approached more than once by professional developers and publishers of technology ...
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... considered the motives and interests of those who are interested in CALL vs. classroom research, but have done so in view of my own perceptions and experiences. Contradictions are evident between the perceived benefits of CALL vs ...
... considered the motives and interests of those who are interested in CALL vs. classroom research, but have done so in view of my own perceptions and experiences. Contradictions are evident between the perceived benefits of CALL vs ...
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... considered ineligible for tenure if they work in CALL, the entire field remains the unwelcome stepchild of the larger profession of language teaching, or worse, linguistics or literature. As a consequence of this concern, professional ...
... considered ineligible for tenure if they work in CALL, the entire field remains the unwelcome stepchild of the larger profession of language teaching, or worse, linguistics or literature. As a consequence of this concern, professional ...
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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