Computer Applications in Second Language Acquisition

Bibliographic and Series Information

  • Full Title: Computer Applications in Second Language Acquisition: Foundations for teaching, testing and research.

  • Author: Carol A. Chapelle (Iowa State University).

  • Series: Cambridge Applied Linguistics.

  • Series Editors: Michael H. Long and Jack C. Richards.

  • Publisher: Cambridge University Press.

  • ISBN Tracking: www.cambridge.org/9780521626460.

  • Dedication: For my parents.

Introduction to Computer Applications in Applied Linguistics

  • Technological Context: The text establishes computer technology as a primary pillar in the field of applied linguistics, specifically focused on Second Language Acquisition (SLA).

  • Foundations for Use: The book identifies three core domains for computer applications in the field:

    1. Teaching: Computer-Assisted Language Learning (CALL).

    2. Testing: Computer-Assisted Language Testing (CALT) and assessment validity.

    3. Research: Using technology as a medium for investigating language acquisition processes.

Defining CALL and SLA Integration

  • Definition of CALL: Computer-Assisted Language Learning (CALL) refers to the use of computers to help language learners improve their proficiency in a second language (L2L2).

  • The SLA-CALL Link: Carol Chapelle argues that CALL should not be treated as purely a technological concern. Instead, its development and use must be grounded in Second Language Acquisition (SLA) theory.

  • Historical Reference: The text references foundational works such as Long (1985) to connect technological tasks with the Interaction Hypothesis, which emphasizes the importance of input, output, and feedback in language learning.

Evaluation Framework for CALL Tasks

  • Systematic Evaluation: A major component of the foundations discussed is the systematic evaluation of CALL tasks. Chapelle proposes a principled framework consisting of six central criteria:

    1. Language Learning Potential: The degree of opportunity for the learner to focus on linguistic form.

    2. Learner Fit: The appropriateness of the task for the learners’ level, style, and goals.

    3. Meaning Focus: The extent to which the learner must focus on the meaning of the content during the task.

    4. Authenticity: The link between the CALL task and the real-world tasks the learner might face.

    5. Impact: The positive (or negative) effects of the CALL task beyond its immediate linguistic goals.

    6. Practicality: The resources required (software, hardware, time) versus the pedagogical benefits.

CALL in Language Teaching and Task Design

  • Pedagogical Design: Teaching applications must focus on the design of "tasks." A task is viewed as a goal-oriented activity that requires learners to use language, with an emphasis on meaning.

  • Multimedia Applications: Use of multimedia (audio, video, text) is explored as a means to provide rich input and foster a "noticing" of linguistic features.

  • Interactional Modifications: Computer programs can be used to provide learners with modifications (e.g., repeating audio, providing synonyms) that facilitate comprehension.

Computerized Language Assessment and Testing

  • Computer-Assisted Language Testing (CALT): The text addresses the transition from paper-and-pencil tests to computerized assessments.

  • Validation and Reliability: A key concern in CALT is the validity of the assessment. Chapelle discusses how computer applications can broaden what is measured while maintaining high standards of reliability (rr).

  • Adaptive Testing: Adaptive computerized testing allows for a more tailored assessment experience, where the difficulty of items shifts based on the previous performance of the test-taker.

Technology as a Research Tool in SLA

  • Tracking Learner Behavior: Computers provide a unique benefit for research by allowing the collection of "trace data" (the record of every interaction a learner has with the software).

  • Discourse Analysis: Applied linguists use computer applications to analyze the discourse produced by learners in electronic environments (e.g., chat logs, emails).

  • Experimental Control: Technology allows researchers to control variables with higher precision than human-led instruction, leading to more robust data regarding acquisition sequences.

Future Directions and Foundations

  • Ongoing Innovation: The text concludes by reinforcing that the "foundations" of teaching, testing, and research are not static but must evolve alongside technological advancements.

  • Interdisciplinary Approach: Future progress requires a synthesis of software engineering, cognitive psychology, and applied linguistics to ensure technology enhances the human process of acquisition effectively.