The potential of technology for language learning

1
The potential of technology for language learning

• By
• C. Chapelle

2
Introduction

• This article looks at various theories and
  research that pertain to second language
  learning. It discusses which features have
  proven effective for learners and how these
  features might be implemented into a
  technological learning environment like CALL.

3
The Internet As a Source for L2 Development

• Chat Rooms
• advantages/disadvantages
• Bulletin board discussions
• If comprehension input alone were sufficient for
  L2 development, much of the computer-using time
  learners spend might indeed result in L2
  development (36).

4
Looking at Theory and Research

• Cognitive Social Process for L2 learning
• Since hypotheses tested in this research are
  developed not solely on the basis of how the
  teacher should teach but on the basis of how
  learners are believed to acquire the language,
  finding are useful for CALL (39).
• Cognitive
• Knowledge gaps
• Motivation

5
Social Process

• Collaboration
• Key to development of L2

6
Enhanced Input

• In research on classroom learning, input
  enhancement can be accomplished by, for example,
  underlining text on a page, or stressing lexical
  phrases in aural input(40).

7
Enhanced Input Contd

• Marked input
• Highlighting
• Research findings
• Repetition
• The message for materials developers is that
  forms need to be sufficiently numerous and
  important for the learners to notice them (43).

8
Input Modification

• Anything that and interlocutor does during the
  course of a conversation to clarify meaning in
  order to continue a conversation (45).
• Images
• Depicts what is expressed in the language
• Ex German learners

9
Input Modification Contd

• L1 translation
• debate
• L2 definition
• example
• Simplification
• The research on simplification indicates that
  for comprehending the basic information from
  text, simplified language is sufficient, but it
  is not the most effective means for helping
  learners to get inferential meaning (50).

10
Input Elaboration

• Rather than removing the forms that learners
  should be exposed to in the input, the process of
  elaboration adds to the input in a way that
  should help to clarify meaning while maintaining
  the structural and lexical complexity that
  provides learners with input for acquisition
  (51).
• Shakespeare example
• Elaboration vs. Simplification

11
Enhanced Input for CALL

• Different aspects for different forms
• Interactivity
• Learners who are allowed to negotiate
  interaction while listening to the target
  language have a higher probability of
  comprehending what they hear (Loschky).

12
Interaction in CALL

• Problem with the term interaction
• Interpersonal communication
• Benefits negotiation of meaning,
  co-constructing meaning, prompting learners
  attention to form
• Learner-computer interaction
• Quality of input enhancements
• To what extent the students actually use the
  inputs
• Learners need to be interested and motivated
• Intrapersonal interaction
• cognitive

13
Production in CALL tasks

• Planning
• Correcting linguistic production
• Grammar checkers
• Help during production
• Useful for difficulties the learners cant remedy
  on their own

14
Conclusion

• Article looks at research in classrooms and
  theory and suggests ways to implement effective
  strategies into CALL
• Advice Look at approaches that are successful
  and use them