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Chapter 7. Experimentalized CALL for adult second language learners

  • Nora Presson , Colleen Davy and Brian MacWhinney
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Innovative Research and Practices in Second Language Acquisition and Bilingualism
This chapter is in the book Innovative Research and Practices in Second Language Acquisition and Bilingualism

Abstract

Improvements in computer technology have opened up new possibilities for integrating web-based language learning with classroom practice. In particular, experimental computer-assisted language learning (eCALL) methods can make student learning more efficient, while also providing detailed data for second language acquisition theories and models. Studies show that eCALL systems that target basic language skills can lead to significant learning gains after only two or three hours of practice, with gains retained months later. Training in basic skills can be supplemented by online methods for using Internet media, map tours, subtitled video, chat rooms, and learning games. All these systems can be linked to classroom teaching to provide deeper support for second language learning.

Abstract

Improvements in computer technology have opened up new possibilities for integrating web-based language learning with classroom practice. In particular, experimental computer-assisted language learning (eCALL) methods can make student learning more efficient, while also providing detailed data for second language acquisition theories and models. Studies show that eCALL systems that target basic language skills can lead to significant learning gains after only two or three hours of practice, with gains retained months later. Training in basic skills can be supplemented by online methods for using Internet media, map tours, subtitled video, chat rooms, and learning games. All these systems can be linked to classroom teaching to provide deeper support for second language learning.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
https://doi.org/10.1075/lllt.38.10pre

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgments ix
  4. Preface xi
  5. Part I. Linguistic perspectives and implications for L2 pedagogy
  6. Chapter 1. Mental representation and skill in instructed SLA 3
  7. Chapter 2. Input and output in SLA 23
  8. Chapter 3. Interaction and the Noun Phrase Accessibility Hierarchy 43
  9. Chapter 4. Generative approaches and the competing systems hypothesis 63
  10. Chapter 5. Why theory and research are important for the practice of teaching 85
  11. Chapter 6. Input-based incremental vocabulary instruction for the L2 classroom 107
  12. Chapter 7. Experimentalized CALL for adult second language learners 139
  13. Chapter 8. Accounting for variability in L2 data 165
  14. Chapter 9. The development of tense and aspect morphology in child and adult heritage speakers 193
  15. Part II. Cognitive perspectives and implications for L2 pedagogy
  16. Chapter 10. Control and representation in bilingualism 223
  17. Chapter 11. Language selection, control, and conceptual-lexical development in bilinguals and multilinguals 241
  18. Chapter 12. Lexical access in bilinguals and second language learners 267
  19. Chapter 13. Cognitive foundations of crosslinguistic influence 287
  20. Part III. Concluding remarks
  21. Chapter 14. Ideas for the practice of instructed SLA and their rationale 311
  22. About the editor 329
  23. About the contributors 331
  24. Index 333
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