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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... question the message in a negative and retrogressive light. “The result is an ongoing and often bitter contest between two extremes: those who view technology as the ultimate panacea for all educational ills, and those who cling to ...
... question the message in a negative and retrogressive light. “The result is an ongoing and often bitter contest between two extremes: those who view technology as the ultimate panacea for all educational ills, and those who cling to ...
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... question which would refer to the printed question, and would receive a response, likely to be focused on the same topic. My third observation was that the linguistic demands for using English in the computer lab were something I should ...
... question which would refer to the printed question, and would receive a response, likely to be focused on the same topic. My third observation was that the linguistic demands for using English in the computer lab were something I should ...
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... question, and the response usually consists of a few words given orally interspersed with pointing at the terminal and typing at the keyboard. One might call these varieties of English that are used to interact with the computer and ...
... question, and the response usually consists of a few words given orally interspersed with pointing at the terminal and typing at the keyboard. One might call these varieties of English that are used to interact with the computer and ...
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... question of what abilities are required for using English on the Internet is the modern realization of my concern many years ago about the language abilities my students needed to participate in labspeak. Language teachers plan their ...
... question of what abilities are required for using English on the Internet is the modern realization of my concern many years ago about the language abilities my students needed to participate in labspeak. Language teachers plan their ...
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... question in Danish which in retrospect I think must have asked if it was ok to write over the file that I was trying ... questions requires careful analysis of the contexts of communication, the registers, and the strategic competencies ...
... question in Danish which in retrospect I think must have asked if it was ok to write over the file that I was trying ... questions requires careful analysis of the contexts of communication, the registers, and the strategic competencies ...
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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