Virtual Laboratory for Language Learning (VL3)

The Relevance of Input Theories to Computer Assisted Language

Teaching

Camelia Nuñez, Juan Luis Suárezcnunez3@uwo.ca, jsuarez@uwo.ca

Virtual Laboratory for Language Learning (VL3)

Multidisciplinary

• Second Language Acquisition

• Second Language Teaching

• Natural Language Processing in CALL

Virtual Laboratory for Language Learning (VL3)

The Field of SLA

1. How does SLA take place?

• What are the factors that play a role in SLA?• What are the stages that an L2 learner goes through?

2. How do language learners access their L2 linguistic system?

• What mechanisms do L2 learners use in order to produce the L2?

• Are learner errors due to the lack of linguistic knowledge or are they related to the different mechanisms they use to produce language ?

Virtual Laboratory for Language Learning (VL3)

Input

The concept of input is perhaps the single most important concept of second language acquisition. It is trivial to point out that no individual can learn a second language without input of some sort. In fact, no model of second language

acquisition does not avail itself of input in trying to explain how learners create second language grammars. (Gass,

1997).

Virtual Laboratory for Language Learning (VL3)

Input Theories

The Input Hypothesis (Krashen 1981, 1985)Comprehensible input containing i+1 is “the essential ingredient for

second language acquisition.” (Krashen, 2005)

The Interaction Hypothesis (Long 1981,1996; Gass,2003)“conversational interaction in a second language forms the basis for

the development of language rather than being only a forum for practice for specific language features.” (Gass, 2005)

The Output Hypothesis (Swain, 1995; 2005)“the act of producing language (speaking or writing) constitutes part

of the process of second language learning.” (Swain, 2005)

Virtual Laboratory for Language Learning (VL3)

The Field of SL Teaching

• Four components to teaching (Freeman, 1989)

knowledge

skills

attitude

awareness

Virtual Laboratory for Language Learning (VL3)

SL Teaching: Main Objective

• Communicative Competence

Virtual Laboratory for Language Learning (VL3)

The CulturePlex Laboratory

Research on several phases of cultural dynamics– Creation– Transmission– Representation

Cultural Complexity– Analysis at several scales– Multidisciplinary approach– Taking advantage of new technologies

Virtual Laboratory for Language Learning (VL3)

VL3

• Prototype of a virtual language learning lab

input theories

specialized adaptation of spoken dialogue system technology

Virtual Laboratory for Language Learning (VL3)

Natural Language Inc.•Based on grammatical analysis strategies (superior to using keyword spotting)

•Lexical level: words are analyzed in microseconds

•Allows for constructions with temporal grammatical dependencies

•Representation of anaphoric expressions

•Allows for simple ellipsis

•Allows for immediate correction

•Manipulates idiomatic constructions (afterthoughts, interjections, etc.)

•Memory

Virtual Laboratory for Language Learning (VL3)

How?

Methodology:

• Task Based Language Learning

• “goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings, not producing specific language forms” (Willis, 1996)

Virtual Laboratory for Language Learning (VL3)

How?

Virtual Laboratory for Language Learning (VL3)

How?

Virtual Laboratory for Language Learning (VL3)

THANK YOU!

Camelia Nunez (cnunez3@uwo.ca) Juan Luis Suarez (jsuarez@uwo.ca )