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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... , written compre- 3 67 The best hension questions, and overhead transparency notes * Based on delayed posttest performance Text 1 Text 2 Text 3 Irid Take out a. Evaluating language learning Focus on the learning task.
... , written compre- 3 67 The best hension questions, and overhead transparency notes * Based on delayed posttest performance Text 1 Text 2 Text 3 Irid Take out a. Evaluating language learning Focus on the learning task.
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... performance during or after the CALL activity (or both), but they differ in the variable they look at to explain performance. In the first set, an aspect of the software was hypothesized to be responsible. The second type focused on ...
... performance during or after the CALL activity (or both), but they differ in the variable they look at to explain performance. In the first set, an aspect of the software was hypothesized to be responsible. The second type focused on ...
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... performance, such as transcripts of face-to-face conversation or multiple-choice test responses have been extensively gathered, investigated, and theorized from a number of perspectives, data yielded from computer-mediated linguistic ...
... performance, such as transcripts of face-to-face conversation or multiple-choice test responses have been extensively gathered, investigated, and theorized from a number of perspectives, data yielded from computer-mediated linguistic ...
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... performance in an ESL chat, Negretti (1999) argued as follows: Given the present state of SLA [second language acquisition] research in Internet-based environments and computer-mediated communication, a heuristic-inductive approach such ...
... performance in an ESL chat, Negretti (1999) argued as follows: Given the present state of SLA [second language acquisition] research in Internet-based environments and computer-mediated communication, a heuristic-inductive approach such ...
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... performance on a task is treated as evidence for particular Learner's Capacities Process Data Figure 4.4 Learner's capacities as responsible. Notation A: Multiple layers containing information about each move in sequence Figure 4.3 Two ...
... performance on a task is treated as evidence for particular Learner's Capacities Process Data Figure 4.4 Learner's capacities as responsible. Notation A: Multiple layers containing information about each move in sequence Figure 4.3 Two ...
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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