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

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Zeitschriftentitel: The Modern Language Journal
Personen und Körperschaften: CHAPELLE, CAROL A.
In: The Modern Language Journal, 93, 2009, s1, S. 741-753
Medientyp: E-Article
Sprache: Englisch
veröffentlicht:
Wiley
Schlagwörter:
author_facet CHAPELLE, CAROL A.
CHAPELLE, CAROL A.
author CHAPELLE, CAROL A.
spellingShingle CHAPELLE, CAROL A.
The Modern Language Journal
The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
Linguistics and Language
Language and Linguistics
author_sort chapelle, carol a.
spelling CHAPELLE, CAROL A. 0026-7902 1540-4781 Wiley Linguistics and Language Language and Linguistics http://dx.doi.org/10.1111/j.1540-4781.2009.00970.x <jats:p>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.</jats:p> The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning The Modern Language Journal
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series The Modern Language Journal
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title The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_unstemmed The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_full The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_fullStr The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_full_unstemmed The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_short The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_sort the relationship between second language acquisition theory and computer‐assisted language learning
topic Linguistics and Language
Language and Linguistics
url http://dx.doi.org/10.1111/j.1540-4781.2009.00970.x
publishDate 2009
physical 741-753
description <jats:p>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.</jats:p>
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author CHAPELLE, CAROL A.
author_facet CHAPELLE, CAROL A., CHAPELLE, CAROL A.
author_sort chapelle, carol a.
container_issue s1
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container_title The Modern Language Journal
container_volume 93
description <jats:p>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.</jats:p>
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spelling CHAPELLE, CAROL A. 0026-7902 1540-4781 Wiley Linguistics and Language Language and Linguistics http://dx.doi.org/10.1111/j.1540-4781.2009.00970.x <jats:p>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.</jats:p> The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning The Modern Language Journal
spellingShingle CHAPELLE, CAROL A., The Modern Language Journal, The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning, Linguistics and Language, Language and Linguistics
title The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_full The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_fullStr The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_full_unstemmed The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_short The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
title_sort the relationship between second language acquisition theory and computer‐assisted language learning
title_unstemmed The Relationship Between Second Language Acquisition Theory and Computer‐Assisted Language Learning
topic Linguistics and Language, Language and Linguistics
url http://dx.doi.org/10.1111/j.1540-4781.2009.00970.x