Observations in the computer room: L2 output and learner behaviour

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 124-144 ◽  
Author(s):  
CHRISTINE LEAHY
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Problem Solving ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Task ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Area Of Interest ◽  
Oral Interaction

This article draws on second language theory, particularly output theory as defined by Swain (1995), in order to conceptualise observations made in a computer-assisted language learning setting. It investigates second language output and learner behaviour within an electronic role-play setting, based on a subject-specific problem solving task and the Internet as source of primary information. Students were given a task which includes the collaborative development of a marketing strategy for a chosen product. Data collected consists of the following corpora: emails exchanged between groups, the recorded discussions between each group’s members while engaged in the problem solving activity, oral presentation of the groups’ results as well as the individually written summaries. One area of particular interest is the analysis of the oral L2 output while solving a computer-assisted language learning task. How can the oral interaction be characterised? What kind of conclusions regarding the use of CALL can be drawn from the comparison of the oral interaction and the written output? Another area of interest is the analysis of the written L2 output. Is there evidence of second language acquisition and/or acquisition of content? Can such a CALL setting promote second language acquisition (SLA) and/or acquisition of content? Finally, the study aims to identify whether student-initiated focus on language form can be found. The article answers the questions posed above. Furthermore, the results of this study show that a very high percentage of all communication took place in L2 and occurrences of acquisition of content and language can be demonstrated.

scholarly journals Reflections on the connection between computer-assisted language learning and second language acquisition

2014 ◽  
Vol 14 (19) ◽  
pp. 11-19
Author(s):  
Olmedo Bula Villalobos
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Nuevas Tecnologías

La tecnología ha tenido un gran impacto en la educación en los últimos veinte años. Con el desarrollo de nuevas tecnologías, se puede decir que la Adquisición de una Segunda Lengua (A2L) ha adoptado la Enseñanza Asistida por Ordenador (EAO) como una nueva y útil herramienta. Las diferentes aplicaciones y efectos de las computadoras en el aprendizaje y la enseñanza de un idioma pueden ser relacionadas con la adquisición de una segunda lengua, especialmente con el número de las aplicaciones de las computadoras en un ambiente de aprendizaje de un idioma. El propósito principal de este ensayo es explorar las conexiones existentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador. Primero se muestran los antecedentes históricos de la EAO. Después las implicaciones y aplicaciones de la EAO sobre la A2L son discutidas. Asimismo la evaluación de la EAO en relación con la A2L y el futuro de la EAO son también analizados. Una de las principales conclusiones es que hay conexiones significativas y pertinentes entre la Adquisición de una Segunda Lengua y la Enseñanza Asistida por Ordenador.

scholarly journals Examining English Language Learning Apps from A Second Language Acquisition Perspective

2021 ◽  
Vol 10 (5) ◽  
pp. 166
Author(s):  
Sayed Ahmad Almousawi
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Communicative Competence ◽  
Analytical Framework ◽  
Computer Assisted ◽  
English Language Learning ◽  
Computer Assisted Language Learning

This study set out to explore dedicated language learning apps pedagogically while focusing mainly on aspects of second language acquisition. A total of 20 English language learning apps were collected for analysis. The study took one model of analysing course book materials and another, computer-assisted language learning model and combined them into one analytical framework with bespoke criteria, ensuring the analysis was most suitable for our case. The analytical framework which was developed reached a number of conclusions about dedicated language learning apps (DLLAs). The findings revealed that DLLAs tend to provide mechanical forms-focused practice without facilitating collaborative learning nor focusing on developing users’ communicative competence, which suggests that DLLAs reflect a behaviouristic view of language learning. The conclusion offers some suggestions to improve DLLAs and proposes that, for the time being, educators should look beyond DLLAs and instead investigate how can apps that are not designed for language learning (generic apps) be used in the manner of DLLAs to avoid the issues that this paper identifies with them.

scholarly journals Young L2-learners' meaning-making in engaging in computer-assisted language learning

2021 ◽  
Vol 29 (1) ◽  
pp. 2
Author(s):  
Anna Hell ◽  
Anna-Lena Godhe ◽  
Eva Wennås Brante
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Digital Technology ◽  
Meaning Making ◽  
Study Data ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Critical Approach ◽  
Young Students

<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL).  The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication.  In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>

scholarly journals ACQUISITION OF WH-QUESTIONS BY SECOND LANGUAGE SPEAKERS OF ENGLISH IN PAKISTAN

2021 ◽  
Vol 9 (3) ◽  
pp. 1078-1088
Author(s):  
Azhar Pervaiz ◽  
Abdul Ghaffar Ikram ◽  
Naima Batool ◽  
Sadia Saeed
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Mixed Method ◽  
Universal Grammar ◽  
Compulsory Education ◽  
Mixed Method Research ◽  
Area Of Interest ◽  
Wh Questions

Purpose of the study: The purpose of the current study is to investigate the acquisition of Wh-questions of English by Urdu L1 speakers in Pakistan. Acquisition of different syntactic structures has been an attractive area of interest for the scholars working in the area of second language acquisition. The study draws on approaches of Universal Grammar (UG) and Second Language Acquisition (SLA). The researchers aim at finding out whether the second language is acquired in the same way as the first language or not. Both Urdu and English allow Wh-questions formation but the placement of the Wh-word is completely at a different position. Urdu is an in-situ language that does not allow Movement of the Wh-word, and English allows the Movement of the Wh-word. So, this study highlights whether speakers of Urdu can acquire the structures of Wh-questions or not. Methodology: The study uses a mixed-method research design, and the data was collected from the speakers of Urdu who speak it as their native language in order to draw the findings. The current research employs a questionnaire that is divided into two parts: elicitation task and grammatical judgement task. For the elicitation task, the students were provided with the statements with the underlined words of which they had to form Wh-questions and for the second, a task was designed on the basis of the lickert scale and it was designed to judge the grammar of the students. The population of this study is limited to speakers of Urdu who speak English as their second language and the sample was selected from the vicinity of Sargodha city of Pakistan. Main Findings: The results of this mixed-method study reveal that students face problems while forming and identifying Wh-questions, despite compulsory education in English. The findings of the current study supported the partial access hypothesis. Applications of this study: The study is very important in the area of second language acquisition and informs how the speakers of the English language as a second language acquire the Wh-question structure. The study can be applied in designing teaching materials for the learners of English as a second language besides informing the language software modulation in order to ease the language learning process.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2017 ◽  
pp. 116-130 ◽  
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Pedagogical Rationale for Flipped Learning and Digital Technology in Second Language Acquisition

2016 ◽  
pp. 1-20
Author(s):  
Edo Forsythe
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Digital Technology ◽  
Computer Assisted ◽  
Flipped Learning ◽  
Sociocultural Learning ◽  
Learning And Teaching

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

Providing graduated corrective feedback in an intelligent computer-assisted language learning environment

ReCALL ◽  
2017 ◽  
Vol 29 (3) ◽  
pp. 313-334 ◽  
Author(s):  
Haiyang Ai
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Corrective Feedback ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Development ◽  
Design Effectiveness ◽  
Intelligent Computer ◽  
Scholarly Attention

AbstractCorrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying the explicitness or specificity of CF as a function of a learner’s response to the feedback. Yet, the type and extent of CF needed by a learner, as suggested by Vygotsky (1978), sheds light on whether a learner is developing his or her abilities in a particular area and the ways in which they do it. This paper reports on a study that explores the design, effectiveness and learners’ perception toward agraduated(Aljaafreh & Lantolf, 1994) approach to CF, i.e., feedback that progresses from very general and implicit to very specific and explicit, in an intelligent computer-assisted language learning (ICALL) environment. The results show that the graduated approach to CF is effective in helping learners to self-identify and self-correct a number of grammatical issues, although an onsite tutor provides necessary remedies when the ICALL system occasionally fails to do its part. Implications for CF research, particularly on the notion of individualized feedback, are also discussed.

scholarly journals Applied linguistics

2005 ◽  
Vol 38 (3) ◽  
pp. 153-156
Keyword(s):  
Second Language ◽  
New Zealand ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Netherlands ◽  
Language Learning ◽  
Event Related Potential ◽  
Target Language ◽  
Computer Assisted ◽  
Implicit And Explicit

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