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Multimedia CALL:Lessons to Be Learned
from Research on Instructed SLA
Carol A. Chapelle
Presenters: ThorunnApril
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
input apperception semantic & syntactic
semantic comprehension
intake integration
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?