Chapter 1 |
The changing world of L2 teaching
The first chapter suggests that it is worthwhile for applied linguists to
engage consciously and proactively with the complexity of today's
language-technology interface. It introduces the ways in which technology
is changing the profession, specifically because of the changes in
opportunities for language use offered to learners and new options for
language teaching, assessment and research. I argue that these changes
are worth pointing out explicitly because in many places of the
English-speaking world, technology is becoming "invisible," and therefore
the dramatic changes it offers for students, teachers, and the profession
risk remaining under-explored.
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Chapter 2
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The potential of technology for language learning
This chapter discusses one of the most frequently asked questions about
technology and language learning: How can computer-assisted language
learning be informed by professional knowledge about second language
acquisition and teaching? It outlines some principles that can
fruitfully be applied to L2 software development and computer-based
learning tasks, and illustrates how these can be put into practice.
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Chapter 3
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Evaluating language learning
This chapter reconsiders another pressing question that many people
have about technology and language learning: How can its effectiveness
be investigated? It explores the complexity of this seemingly
straightforward question by 1) examining the meaning of effectiveness
research for audiences such as teachers, administrators and publishers,
2) outlining controversies in the field concerning this issue, and 3)
illustrating approaches that speak to the needs of teachers, software
developers, and teacher education.
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Chapter 4
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Investigating learners' use of technology
Research on learners' use of technology suggests the need to better
articulate the issues involved in the study of the processes such as
learners' choices of Web pages, selection of help, and participation in
online conversations. This chapter develops principles for
conceptualizing such data by drawing on concepts and methods from other
areas of applied linguistics such as classroom discourse analysis and
language assessment.
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Chapter 5
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Advancing applied linguistics: L2 learning tasks
Chapter 5 begins to explore how the examination of L2 learners' technology
use can amplify and expand the researchers' understanding of issues in
applied linguistics. This idea hinges on the possibility that technology
need not be used exclusively for solving practical problems, but that it
can also be used for investigating theoretical ones. To illustrate this
point,
I consider the theoretical issues probed through the use of technology to
develop communication tasks.
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Chapter 6
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Advancing applied linguistics: Assessment
This chapter continues the theme of the previous one but shifts to issues
of language assessment. It suggests that computer-assisted
language assessment should help researchers to identify and explore
theoretical issues, but that doing so requires reaching
beyond the terminal goal of more efficient tests. I argue that
technology can help to offer unique perspectives on two central
areas in language assessment, construct definition and
validation.
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Chapter 7
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The imperative for applied linguistics and technology
This chapter highlights aspects of the theme developed throughout the
book: That fruitful investigation of applied linguistics and
technology requires teachers
and researchers to step back from the obvious to reconsider
the assumptions underlying popular, commonsense perspectives
about technology and applied linguistics. It points out that
popular discourse implies great strides in language-related
technologies, but in view of the current knowledge,
how such progress will occur is not evident. It argues
that significant, focused work needs to be undertaken if
sophisticated software for language learning and assessment is
to become the new reality in the future. These issues at the
intersection of applied linguistics and technology are important
for the profession but unlikely to be probed, understood, and
developed by those who study either applied linguistics or
technology alone.
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