The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning

The point of departure for this article is the contrast between the theoretical landscape within view of language teaching professionals in 1991 and that of today. I argue that the pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning...

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Podrobná bibliografie
Vydáno v:	The Modern language journal (Boulder, Colo.) Ročník 93; číslo s1; s. 741 - 753
Hlavní autor:	CHAPELLE, CAROL A.
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Malden, USA Blackwell Publishing Inc 01.12.2009 Wiley Subscription Services Wiley-Blackwell Blackwell Publishing Ltd
Témata:	Acquisition CAI CALL Research Cognition Cognitive linguistics Communicative competence Communicative Competence (Languages) Computer Assisted Instruction Computer assisted language learning Computers Consumers Conversation analysis Cultural factors Educational activities Educational Technology Induction Language Language acquisition Language instruction Language Research Language teachers Language Universals Learner engagement Learning Linguistic Input Linguistic Theory Perceptual learning Pragmatics Psycholinguistics Second language acquisition Second Language Instruction Second Language Learning Second language learning theories Second Languages Skill Development Social Environment Social factors Socialization Sociocultural factors Teaching Teaching Methods Technology Theoretical linguistics Theory Universal grammar
ISSN:	0026-7902, 1540-4781
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Popis
Shrnutí:	The point of departure for this article is the contrast between the theoretical landscape within view of language teaching professionals in 1991 and that of today. I argue that the pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning opportunities pushes them to consider a variety of theoretical approaches to second language acquisition (SLA), which have developed, in part, in response to the need to theorize the role of instruction in SLA. To illustrate connections between SLA and CALL, I touch on multiple theoretical perspectives grouped into four general approaches: cognitive linguistic (Universal Grammar, autonomous induction theory, and the concept-oriented approach); psycholinguistic (processibility theory, input processing theory, interactionist theory); human learning (associative—cognitive CREED, skill acquisition theory); and language in social context (sociocultural, language socialization, conversation analysis, systemic—functional, complexity theory). I suggest that such theoretical approaches can be useful in the development and evaluation of CALL materials and tasks. Finally, I propose that the expanding use of technology changes the nature of communicative competence theory, challenges SLA theory, and increases the number of consumers for SLA research.
Bibliografie:	ArticleID:MODL970 istex:6FD00FD381A0DFD0CB8590A33A73C854875BEFBF ark:/67375/WNG-1QSD2ZW7-D SourceType-Scholarly Journals-1 ObjectType-Commentary-1 content type line 14
ISSN:	0026-7902 1540-4781
DOI:	10.1111/j.1540-4781.2009.00970.x