1 |
An Interview with APPLE Lecture Speaker Professor Roy Lyster
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 56-58 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
2 |
Humor and Play in Language Classroom Interaction: A Review of the Literature
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 22-38 (2018) (2018)
|
|
BASE
|
|
Show details
|
|
3 |
Applying L2 Vocabulary Research Findings to Classroom Teaching
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
4 |
Deconstructing the Concept of ‘Incidental’ L2 Vocabulary Learning
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 21-37 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
5 |
Another Look at Norris and Ortega (2000)
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 1, Pp 15-38 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
6 |
Child Second Language Acquisition: What Do We Know?
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
7 |
Examining the Intersection between Task-Based Learning and Technology
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 60-62 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
8 |
Diagnostic Second Language Assessment in the Classroom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 57-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
9 |
Technology Assistance in Second Language Acquisition: Potentials and Limitations
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015)
|
|
BASE
|
|
Show details
|
|
10 |
The Visual Elements of Computer-based Language Assessment: Aspects and Effects
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 46-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
11 |
Linguistic Relativity in SLA: Thinking for Speaking
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
12 |
Language Learning Beyond the Classrooom
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
13 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
14 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
15 |
Aligning CALL with the Theory and Practice of Instructed SLA
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
|
|
Abstract:
With the availability of a wide range of information technologies in the 21st century, the second language (L2) classroom has by and large been transformed digitally. Such technological tools include, but are not limited to, authoring software and blogs, learning management systems (LMSs), online real-time texting via instant messengers (IMs) like Google Talk, audio-and video-conferencing through Skype, artificial intelligence (AI) and intelligent systems, speech recognition and pronunciation training technologies, mobile technologies, and even web-based social networking interfaces like Facebook and Google Plus. In a sense, computer-assisted language learning (CALL) seems to have brought about abundant opportunities for innovation and creativity vis-à-vis the language acquisition process. During the course of acquiring an L2, in particular, instructed learners are faced with the challenge of processing instructional input (e.g., from textbooks) and modified input (e.g., corrective feedback through teacher-learner interaction) for the underlying form-meaning-function relations of any linguistic structure of the target language (TL). In order to fully capitalize from this technology craze, therefore, it is essential that the properties and strengths of these technologies be thoroughly studied in ways that would bring their applications in spirit with the core theoretical underpinnings and principles of practice in instructed second language acquisition (SLA) and its related research.
|
|
Keyword:
AI; Applied linguistics; Artificial intelligence; Computer assisted instruction; Education; English langauge; English language; IMs; Instant messengers; L2; Language; Language acquisition; Learning management systems; LMS; P118-118.7; PE1-3729; Second language acquisition; SLA; Telematics
|
|
URL: https://doaj.org/article/7cc4a160eb6642949012a6c8ab243dad https://doi.org/10.7916/D88P6C5G
|
|
BASE
|
|
Hide details
|
|
16 |
Learning-Oriented Assessment in Large-Scale Testing
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 2, Pp 56-58 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
17 |
Identity and Communities of Practice in Foreign Language Learning Contexts
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 133-162 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
18 |
Conversation Analysis and Second Language Pedagogy: A Guide for ESL/EFL Teachers
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 61-71 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
19 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
20 |
The 2010 Applied Linguistics and Language Education (APPLE) Award Winning Papers
|
|
|
|
In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 47-70 (2015) (2015)
|
|
BASE
|
|
Show details
|
|
|
|