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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... requiring students to communicate by posting, or “publishing” their written and oral work on the World Wide Web where others can access it. For Web publishing activities, it is not essential that each student have his or her own ...
... requiring students to communicate by posting, or “publishing” their written and oral work on the World Wide Web where others can access it. For Web publishing activities, it is not essential that each student have his or her own ...
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... requires examinees to listen to lectures and conversations without any visual cues. A listening test delivered by computer can use video or images in the input to examinees, and therefore increase the authenticity of the input relative ...
... requires examinees to listen to lectures and conversations without any visual cues. A listening test delivered by computer can use video or images in the input to examinees, and therefore increase the authenticity of the input relative ...
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... of as a unit that requires the analysis of specific interactions that the learner engages in while working Classroom Teaching Cognitive & Social Process of L2 Learning CALL. Chapter 2 Insights from theory and research.
... of as a unit that requires the analysis of specific interactions that the learner engages in while working Classroom Teaching Cognitive & Social Process of L2 Learning CALL. Chapter 2 Insights from theory and research.
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... 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 enhanced when learners have time to plan their production and ...
... 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 enhanced when learners have time to plan their production and ...
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... requiring learners to search for examples of structures and lexical patterns in texts might be explored further. One of the potential benefits of concordancer activities is presentation of repetitions of. Figure 2.5 Example letter with ...
... requiring learners to search for examples of structures and lexical patterns in texts might be explored further. One of the potential benefits of concordancer activities is presentation of repetitions of. Figure 2.5 Example letter with ...
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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