Presentation on theme: "The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning Chapelle, C. A. (2009). The Relationship Between Second."— Presentation transcript:
1 The Relationship Between Second Language Acquisition Theory and Computer-Assisted Language Learning Chapelle, C. A. (2009). The Relationship Between Second Language Acquisition Theory and Computer- Assisted Language Learning. The Modern Language Journal, 93, doi: /j x
2 Four general approaches of SLA 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); andlanguage in social context (sociocultural, language socialization, conversation analysis, systemic–functional, complexity theory)
3 SLAGenerative linguistics and Universal Grammar (White, 1989) and autonomous induction theory (Carroll, 2006)focused on natural rather than instructed SLA.focus on explaining how innate mental structures are responsible for a learners’ development of language
4 Connections between SLA and CALL language as “a dynamic interactive system for conveying meaning,”language learning as “the acquisition of the ability to construct communicative meaning in a new system”“since so complex an ability can hardly be ‘taught,’ the implication for instruction is to create an environment—in class or in our materials—in which students can work on acquiring that ability”(Garrett, 1991, p. 92).Garrett, N. (1991). Technology in the service of language learning: Trends and issues. Modern Language Journal, 75, 74–101.
5 Communicative CALL“aim at acquisition practice rather than learning practice,”“not try to judge and evaluate everything the student does,”“use the target language exclusively”(Underwood, 1984, pp. 52–53).Underwood, J. H. (1984). Linguistics, computers, and the language teacher: A communicative approach. Rowley, MA: Newbury House.
6 Instructional designCALL designers, users, and researchers need to be able to theorize not only the “normal” process of acquisition but also how to modify this normal process in hopes of helping students to learn faster and better.
7 TABLE 1Theoretical Approaches to Second Language Acquisition, Their Focus, andExample Implications forComputer-Assisted Language Learning
8 Cognitive Linguistic Approaches Theoretical Approach to SLA Focus of Theory Example Implications for CALCognitive Linguistic Approaches
9 Psycholinguistic Approaches Theoretical Approach to SLA Focus of Theory Example Implications for CALPsycholinguistic Approaches
10 General Human Learning Theoretical Approach to SLA Focus of Theory Example Implications for CALGeneral Human Learning
11 Approaches to Language in Social Context Theoretical Approach to SLA Focus of Theory Example Implications for CALApproaches to Language in Social Context
12 TABLE 2Example ofCALL Instructional Strategies Interpreted Through Interactionist SLAFrom a PsycholinguisticPerspective
15 If technology-based materials and tasks are to be evaluated in terms of the opportunities they provide learners for SLA, then frameworks and guidelines are needed for conducting such evaluations.
16 A framework and principles for evaluation of CALL (Chapelle, 2001) six characteristics oflanguage learning potentialmeaning focuslearner fitAuthenticityPositive impactPracticalityChapelle, C. (2001). Computer applications in second language acquisition: Foundations for teaching, testing,and research. Cambridge: Cambridge University Press.
17 THE RELEVANCE OF TECHNOLOGY FOR SLA THEORY Communicative CompetenceContexts, Input, and Interaction in SLA
18 Communicative Competence Because learners communicate through technology, communicative competence needs to include the ability to communicate using readily accessible L2 technology aids (such as online bilingual dictionaries and tools that check grammar), the ability to make appropriate linguistic choices in face-to-face, remote, written, and oral modes, and the ability to choose appropriate technologies for communication and language learning.
19 Contexts, Input, and Interaction in SLA All approaches to SLA that theorize a role for linguistic input need to consider the way that technology changes linguistic input and how learners’ access to new forms of input might affect acquisition.Specific features of technology are relevant to important aspects of interaction, such as timing, directing attention, multimodality and access to help, and feedback (Chapelle, 2003, ch. 5).Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Amsterdam: Benjamins.