Computer-assisted language learning

Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second language aquisition: Foundations for teaching, testing, and research (pp. 44-66). New York: Cambridge University Press.

Cognitive conditions for SLA

Effective task-based instruction

1. Choose a range of target structures2. Choose tasks which meet the utility condition3. Select and sequence tasks to achieve balanced

goal development4. Maximize the chances of focus on form through

attentional manipulation5. Use cycles of accountability (Skehan, 1998: 132)

Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

Socio-affective conditions for SLA• 'willingness to communicate' (WTC): willing to use their

L2, as a 'situation-specific variable representing an intention to communicate at a specific time to a specific person' (MacIntyre, Clement, Dornyei, & Noels, 1998: 559).

• crucial goal of the learning process as developing learners‘ interest in seeking out opportunities for communication and their willingness to communicate in these situations

MacIntyre, P. D., Clement, R., D6rnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.

Willingness To Communicate (WTC)1. the desire to communicate with a particular person, 2. communicative self-confidence at that particular

moment3. interpersonal motivation (the desire to control or

affiliate with others4. intergroup motivation (related to the speakers'

group affiliation),5. self-confidence, 6. intergroup attitudes (e.g., integrativeness), 7. social situation (i.e., features of context affecting

communication), 8. communicative competence, 9. intergroup climate10.personality.

Concordancing