Multimedia CALL: Lessons to Be Learned from Research on Instructed SLA Carol A. Chapelle Presenters: Thorunn April

The types of SLA research SLA theory and research can be valuable perspectives from which to design CALL materials Chapelle (1982) mentioned 3 types of SLA research 1. Little intellectual interface in teaching between SLA research and L2 teaching 2. Research and L2 teachers collaborate 3. The SLA research complements teaching. - This type of relationship best supports CALL materials design

The relationship between CALL materials design and SLA research CALL materials (e.g. software and other materials supporting CALL activities) complement second language acquisition (SLA) - These materials can be designed to optionalize conditions that researchers hypothesize as creating positive conditions for SLA (Doughty, 1987, 1992)

A useful theory on which to base collaboration between CALL materials design and SLA research The “interactionist” model of SLA (based on Krashen, 1982) Figure 1. Basic components in the SLA process in interactionist research inputapperception semantic & syntactic semantic comprehension intakeintegration into the learner’s linguistic system Out put

Hypotheses relevant for developing Multimedia CALL Attention needs to be drawn to the linguistic characteristics of the target language input - Designers can highlight input in materials - Task demands can be manipulated through instruction to increase noticing  The task itself will cause students to notice the target syntactic forms (input enhancement)

Hypotheses relevant for developing Multimedia CALL Learners need help in comprehending the input by modifying the input -Modification: simplification, elaboration, repetition Learners need opportunities to produce output -for communication, not just practice Learners need to notice errors in their own output

Hypotheses relevant for developing Multimedia CALL Learners need to correct the linguistic output - self-correction - corrected by the interlocutors or others’ assistance Learners need to engage in target language interaction where they can modify the output and resolve communication breakdown

Hypotheses relevant for developing Multimedia CALL Learners need to engage in certain tasks designed to maximize opportunities for good interaction - two variables that material designers can manipulate - interactional activity - communication goal

Implication for multimedia task design CALL software acts as a participant in L2 tasks - provides input & interaction - allows producing output - supports communication activities

Implication for multimedia task design Suggested criteria for development of multimedia CALL 1. Making key linguistic characteristic salient 2. Offering modification of linguistic input 3. Providing opportunities for comprehensible output 4. Providing opportunities for learners to notice their errors

Implication for multimedia task design Suggested Criteria for development of multimedia CALL 5. Providing opportunities for learners to correct their linguistic output 6. Supporting modified interaction between the learner and the computer 7. Acting as a participant in L2 tasks

Evaluation of multimedia CALL activities Research methods for evaluation - process-oriented observation e.g. recording learners’ learning process & outcome - assessment of learning outcome

Questions for empirical evaluation of multimedia CALL Is there evidence that learners attended to salient linguistic characteristic of the target language input? Do learners choose to see the modifications of linguistic input? Do learners produce “comprehensible output”? Is there evidence that learners notice errors in their output?

Questions for empirical evaluation of multimedia CALL Do learners correct their linguistic output? To what extent do the learners interact with the computer to engage in modified interaction focusing on form and meaning? Do learners work toward communication- oriented goals?

Conclusion Chapelle’s suggested criteria for development of multimedia CALL can be a good model for multimedia CALL material designers to follow and take into consideration before designing any materials. How can we, as language teachers or material designers, make computers more interactive with the learners?