English Language Learning and Technology: Lectures on Applied Linguistics in the Age of Information and Communication Technology (Language Learning & Language Teaching, 7)

230 Pages·2003·1.39 MB·English

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English Language Learning and Technology
Language Learning and Language Teaching
The LL&LT monograph series publishes monographs as well as edited volumes
on applied and methodological issues in the field of language pedagogy. The
focus of the series is on subjects such as classroom discourse and interaction;
language diversity in educational settings; bilingual education; language testing
and language assessment; teaching methods and teaching performance; learning
trajectories in second language acquisition; and written language learning in
educational settings.
Series editors
Birgit Harley
Ontario Institute for Studies in Education, University of Toronto
Jan H. Hulstijn
Department of Second Language Acquisition, University of Amsterdam
Volume 7
English Language Learning and Technology: Lectures on applied linguistics
in the age of information and communication technology
by Carol A. Chapelle
English Language Learning and
Technology
Lectures on applied linguistics in the age of
information and communication technology
Carol A. Chapelle
Iowa State University
John Benjamins Publishing Company
Amsterdam/Philadelphia
TM The paper used in this publication meets the minimum requirements
of American National Standard for Information Sciences – Permanence
of Paper for Printed Library Materials, ansi z39.48-1984.
Library of Congress Cataloging-in-Publication Data
Chapelle, Carol
English language learning and technology : lectures on applied linguistics
in the age of information and communication technology / Carol A.
Chapelle.
p. cm. (Language Learning and Language Teaching, issn 1569–9471
; v. 7)
Includes bibliographical references and index.
1. English language--Study and teaching--Foreign speakers. 2. English
language--Study and teaching--Technology innovations. 3. English
teachers--Training of. 4. Educational technology. 5. Information
technology. I. Title. II. Series.
PE1128.A2C444 2003
428’.0071-dc21 2003055680
isbn 90 272 1703 3 (Eur.) / 1 58811 447 3 (US) (Hb; alk. paper)
isbn 90 272 1704 1 (Eur.) / 1 58811 448 1 (US) (Pb; alk. paper)
© 2003 – John Benjamins B.V.
No part of this book may be reproduced in any form, by print, photoprint, microfilm, or
any other means, without written permission from the publisher.
John Benjamins Publishing Co. · P.O. Box 36224 · 1020 me Amsterdam · The Netherlands
John Benjamins North America · P.O. Box 27519 · Philadelphia pa 19118-0519 · usa
8
For my parents
Table of contents
Preface xi
Chapter 1
The changing world of English language teaching 1
Visions of the invisible 2
The technologist’s vision 2
The social pragmatist’s vision 5
The critical analyst’s perspective 6
Visioning the future of ELT 9
English language learners 10
Motivation for English use with peers 11
Technology-shaped registers of English use 13
Communicative language ability for the 21st century 16
English language teachers 19
The English language 20
The study of language 20
Tasks for language learning 22
New forms of assessments 28
Research on learning 29
Teacher education and applied linguistics 30
Applied linguistics 30
Technology 31
Research methods 32
Critical analysis 32
Conclusion 33
 Table of contents
Chapter 2
The potential of technology for language learning 35
Language learning and instruction 35
Insights from the classroom and materials 36
Insights from theory and research 38
Enhanced input 40
Input salience 41
Input modification 45
Input elaboration 51
Enhanced input for CALL 52
Interaction 54
Theoretical perspectives on interaction 55
Interaction in CALL 57
Linguistic production 61
Theoretical perspectives on production 61
Production in CALL tasks 62
Integrating input, interaction, and production into tasks 65
Conclusion 67
Chapter 3
Evaluating language learning 69
Reconsidering research 70
Making a case for technology 70
Increasing professional knowledge 76
Advice from the field 77
What is research? 78
General vs. specific knowledge 79
Research methodology 79
Theory-research links 80
Examples of useful CALL research 81
Focus on software 82
Focus on the learners 85
Focus on the learning task 87
Summary 90
Research methods 90
The role of theory 92
Theory as a resource 92
Theory as a limitation 95
Conclusion 96
Table of contents 
Chapter 4
Investigating learners’ use of technology 97
Technology-related process data 98
Examples of process data 98
Implementing process research 100
Notation for the data 101
Description 102
Interaction analysis 103
Discourse analysis 105
Conversation analysis 106
Issues in description 107
Use of description 109
Interpretation 111
Inferences about capacities 113
Inferences about tasks 115
Inferences about capacities and tasks 116
Critical discourse analysis 117
Validity issues for inferences 118
Evaluation 119
The problem of evaluation 119
Process-based approaches 120
Conclusion 125
Chapter 5
Advancing applied linguistics: L2 learning tasks 127
The study of L2 learning tasks 128
Task evaluation 129
L2 task description 131
Technology-mediated L2 tasks 135
Examples from the chat room 135
Studying technology-based tasks 137
The attraction of technology 142
Tools for building tasks 143
Task theory 143
Revisiting assessment 148
Conclusion 150