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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... engage in critical analysis to evaluate computer applications for English language teaching and assessment. Critical analysis Throughout the evolution of research methods in applied linguistics, technology has been used (e.g., for ...
... engage in critical analysis to evaluate computer applications for English language teaching and assessment. Critical analysis Throughout the evolution of research methods in applied linguistics, technology has been used (e.g., for ...
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... engage the processes of comprehension, which sometimes requires asking for help, and sometimes results in noticing a gap in knowledge. Gap noticing is also prompted by requiring learners to produce the target language, and it is ...
... engage the processes of comprehension, which sometimes requires asking for help, and sometimes results in noticing a gap in knowledge. Gap noticing is also prompted by requiring learners to produce the target language, and it is ...
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... engage the learner in learning about the rabbit problem in the garden. The learner would be expected to notice the grammatical point and might even be able to depart from the rabbit text for a brief grammar lesson. This principle does ...
... engage the learner in learning about the rabbit problem in the garden. The learner would be expected to notice the grammatical point and might even be able to depart from the rabbit text for a brief grammar lesson. This principle does ...
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... engage in. The term “interaction” is used in a variety of ways. For example, both a conversation at a bookstore between an ESL learner and a clerk, as well as a set of questions and responses in a CALL drill on the correct use of “teach ...
... engage in. The term “interaction” is used in a variety of ways. For example, both a conversation at a bookstore between an ESL learner and a clerk, as well as a set of questions and responses in a CALL drill on the correct use of “teach ...
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... engage in deep mental processing of the L2. Table 2.2 summarizes the types of interaction that Ellis described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The ...
... engage in deep mental processing of the L2. Table 2.2 summarizes the types of interaction that Ellis described, but whereas Ellis included only “interpersonal,” meaning “between people,” I have added “between person and computer.” The ...
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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