Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-22T05:03:52.571Z Has data issue: false hasContentIssue false
  • English
  • Français

Call–Non-English L2 Instruction

Published online by Cambridge University Press:  19 November 2008

K. Bernd Conrad
Get access Rights & Permissions [Opens in a new window]

Extract

Research in computer-assisted language learning (CALL) has neither traditionally nor recently had a language or setting-specific emphasis, one that would have established a distinction between second language learning (SLL) as opposed to foreign language learning (FLL) applications in its attempts to answer principled CALL questions. For example the two anthologies of essays, studies, and reports on CALL theory and practice by Smith (1987; 1989), the papers on CALL research compiled by Dunkel (1991b), and the collection of international perspectives edited by Pennington and Stevens (1992) summarize work done in the 1980s and provide directions and guidelines for work to be done in the 1990s with implications for both SLL and FLL. As this continues to be the case in recent CALL research, an FLL emphasis in the chapter of non-English L2 instructional context has been maintained exclusively for the discussion of software; whenever the rationale for the design and implementation of FLL software was based on second language acquisition theory or findings from empirical ESL-oriented CALL investigations, the respective research source was examined and cited.

Type
Technology in Language Instruction
Information
Annual Review of Applied Linguistics , Volume 16 , March 1996 , pp. 158 - 181
Copyright
Copyright © Cambridge University Press 1996

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

UNANNOTATED BIBLIOGRAPHY

Abraham, R. G. and Liou, H. -C.. 1991. Interaction generated by three computer programs. In Dunkel, P. (eds.) Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House. 85–109.Google Scholar
Anderson-Hsieh, J. 1992. Using electronic visual feedback to teach suprasegmentals. System. 20.51–62.CrossRefGoogle Scholar
Anderson-Hsieh, J. 1994. Interpreting visual feedback on suprasegmentals in computer assisted pronunciation instruction. CALICO Journal. 11.4.5–19.CrossRefGoogle Scholar
annotext. 1993. Hanover: Panda, Dartmouth College.Google Scholar
Armstrong, K. M. and Yetter-Vassot, C.. 1994. Transforming teaching through technology. Foreign Language Annals. 27.475–486.CrossRefGoogle Scholar
Backer, J. E. 1994. Internet and foreign language instruction: A report from behind the lines, part 2; Navigational tools. IALL Journal. 27.2.59–66.CrossRefGoogle Scholar
Barnett, L. 1983. Teacher off; Computer technology, guidance and self-access. System. 21.293–304.Google Scholar
Barnett, M. A. 1989. Writing as a process. French Review. 63.1.34–44.Google Scholar
Bationo, B. D. 1992. The effects of three feedback forms on learning through a computer-based tutorial. CALICO Journal. 10.1.45–52.CrossRefGoogle Scholar
Beauvois, M. H. 1992. Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals. 25.455–463.CrossRefGoogle Scholar
Borrás, I. and Lafayette, R. C.. 1994. Effects of multimedia software subtitling on the speaking performance of college students of French. Modern Language Journal. 78.61–75.CrossRefGoogle Scholar
Brandl, K. K. 1995. Strong and weak students' preferences for error feedback options and responses. Modern Language Journal. 79.194–211.CrossRefGoogle Scholar
Brett, P. 1995. Multimedia for listening comprehension: The design of a multimedia-based resource for listening skills. System. 23.77–85.CrossRefGoogle Scholar
Burston, J. L. 1991. Using systÈme-D in a classroom environment. CALICO Journal. 8.1.51–56.CrossRefGoogle Scholar
Bush, M. D. et al. , (eds.) 1991. Interactive videodisc: The “why” and “how.” Provo, UT: BYU Press.Google Scholar
Chang, K.-Y. R. and Smith, W. F.. 1991. CALL/IVD workstations: Towards a rationale for their use in cooperative learning environments. In Bush, M. D. et al. , (eds.) Interactive videodisc: The “why” and “how.” Provo, UT: BYU Press. 101–109.Google Scholar
Chapelle, C. A. 1994. CALL activities: Are they all the same? System. 22.33–45.CrossRefGoogle Scholar
Chapelle, C. A. and Jamieson, J.. 1989. Research trends in computer-assisted language learning. In Pennington, M. C. (ed.) Teaching languages with computers: The state of the art. San Francisco: Athelstan. 47–59.Google Scholar
Chapelle, C. A. and Mizuno, S.. 1989. Students' strategies with learner-controlled CALL. CALICO Journal. 7.2.25–47.CrossRefGoogle Scholar
Chun, D. M. 1989. Teaching tone and intonation with micro-computers. CALICO Journal. 6.3.21–47.Google Scholar
Chun, D. M. 1994. Using computer networking to facilitate the acquisition of interactive competence. System. 22.17–31.CrossRefGoogle Scholar
Chun, D. M. and Brandl, K. K.. 1992. Beyond form-based drill and practice: Meaning-enhancing CALL on the Macintosh. Foreign Language Annals. 25.255–267.CrossRefGoogle Scholar
Cononelos, T. and Olivia, M.. 1993. Using computer networks to enhance foreign language/culture education. Foreign Language Annals. 26.527–534.CrossRefGoogle Scholar
DeSmedt, W. 1991. Herr Kommissar. Milford, PA: Amber Productions.Google Scholar
Dominguez, F. A., Noblitt, J. S. and Pet, W. A. J.. 1994. Atajo. Boston: Heinle and Heinle.Google Scholar
Donaldson, R. P., Haggstrom, M. A., and Morgan, L. Z.. 1994. Reading is creative, too! A discussion of two hypercard stacks which can facilitate second-language reading comprehension. Computer Assisted Language Learning. 7.195–208.CrossRefGoogle Scholar
Duncan, B. and Foelsche, O. K. E.. 1995. “Doch ein Begriff muβ bei dem Worte sein”: Some thoughts on electronically annotated literary texts. Unterrichtspraxis. 28.1.46–51.CrossRefGoogle Scholar
Dunkel, P. 1991a. The effectiveness research on computer-assisted instruction and computer-assisted language learning. In Dunkel, P. (ed.) Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House. 5–36.Google Scholar
Ellis, N. C. 1995. The psychology of foreign language vocabulary acqisition: Implications for CALL. Computer Assisted Language Learning. 8.103–128.CrossRefGoogle Scholar
Esling, J. H. 1991. Researching the effects of networking: Evaluating the spoken and written discoures generated by working with CALL. In Dunkel, P. (ed.) Computer-assisted language learning and testing: Research issue and practice. New York: Newbury House. 111–131.Google Scholar
Evans, M. 1993. Nicolas: Using hypercard with intermediate level French learners. System. 21.213–229.CrossRefGoogle Scholar
Fischer, R. and Farris, M.. 1995. Instructional basis of Libra. IALL Journal. 28.1.15–45.CrossRefGoogle Scholar
Fraser, C. C. 1993. What is technology really doing for language teaching and learning? Unterrichtspraxis. 26.2.127–131.CrossRefGoogle Scholar
Fraser, C. C. and Polman, J.. 1989. Establishing a Hypermedia corpus for teaching German language and culture using Macintosh HyperCard. Unterrichtspraxis. 22.2.138–145.CrossRefGoogle Scholar
Furstenberg, G. 1994. A la rencontre de Philippe. New Haven: Yale University Press.Google Scholar
Furstenberg, G. and Morgenstern, D.. 1992. Technology for language learning and teaching: Designs, projects, perspectives. In Rivers, W. M. (ed.) Teaching languages in college. Lincolnwood, IL: National Textbook Company. 117–140.Google Scholar
Garrett, N. 1991a. Technology in the service of language learning: Trends and issues. Modern Language Journal. 75.74–101.CrossRefGoogle Scholar
Garrett, N. 1991b. Language pedagogy and effective technology use. Applied Language Learning. 2.1.1–15.Google Scholar
Greenia, G. D. 1992. Computers and teaching composition in a foreign language. Foreign Language Annals. 25.33–47.CrossRefGoogle Scholar
Goodfellow, R. 1995. A review of the types of CALL programs for vocabulary instruction. Computer Assisted Language Learning. 8.205–226.CrossRefGoogle Scholar
Goodfellow, R. and Laurillard, D.. 1993. Modeling learning processes in lexical CALL. CALICO Journal. 11.3.19–46.CrossRefGoogle Scholar
Hagen, K. L. 1995. Unification-based parsing applications for intelligent foreign language tutoring systems. CALICO Journal. 12.2/3.5–30.CrossRefGoogle Scholar
Herron, C. A. and Moos, M. A.. 1993. Electronic media in the foreign language and literature classroom: A fusion between science and the humanities. Foreign Language Annals. 26.479–490.CrossRefGoogle Scholar
Higgins, J. 1989. A reply to Alan Hirvela's reply. System. 17.67–70.CrossRefGoogle Scholar
Hiller, S., Rooney, E. and Vaughan, R.. 1994. An automated system for computer-aided pronunciation learning. Computer Assisted Language Learning. 7.51–65.CrossRefGoogle Scholar
Hirvela, A. 1989. The case against CAI: A reply to John Higgins. System. 17.61–66.CrossRefGoogle Scholar
Holland, M. V. 1994. Lessons learned in designing intelligent CALL: Managing communication across disciplines. Computer Assisted Language Learning. 7.227–256.CrossRefGoogle Scholar
Holland, M. V. et al. , 1983. Parsers in tutors? What are they good for? CALICO Journal. 11.1.28–46.CrossRefGoogle Scholar
Hubbard, P. 1992. A methodological framework for CALL courseware development. In Pennington, M. C. and Stevens, V. (eds.) Computers in applied linguistics: An international perspective. Philadelphia, PA: Multilingual Matters. 39–65.Google Scholar
Hughes, H. E. 1993. Khorosho! An interactive videodisc survival Russian program. Foreign Language Annals. 26.393–398.CrossRefGoogle Scholar
Hyland, K. 1993. ESL computer writers: What can we do to help? System. 21.21–30.CrossRefGoogle Scholar
Jamieson, J. and Chapelle, C. A.. 1987. Working styles on computers as evidence of second language learning strategies. Language Learning. 37.523–544.CrossRefGoogle Scholar
Jamieson, J., Campbell, J., Norfleet, L. and Berbisada, N.. 1993. Reliability of a computerized scoring routine for an open-ended task. System. 21.305–322.CrossRefGoogle Scholar
Johnson, J. and Milne, L.. 1995. Scaffolding second language communicative discourse with teacher-controlled multimedia. Foreign Language Annals. 28.315–329.CrossRefGoogle Scholar
Jones, F. B. 1991. Mickey-Mouse and state-of-the art: Program sophistication and classroom methodology in communicative CALL. System. 19.1–13.CrossRefGoogle Scholar
Juozulynas, V. 1994. Errors in the composition of second-year German students: An empirical study for parser-based ICALL. CALICO Journal. 12.1.5–17.CrossRefGoogle Scholar
Kelm, O. R. 1992. The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals. 25.441–454.CrossRefGoogle Scholar
Kossuth, K., Noblitt, J. S. and Pet, W. A. J.. 1994.Quelle. Boston: Heinle and Heinle.Google Scholar
Kramsch, C. J. and McConnell-Ginet, S. (eds.) 1992. Text and context: Crossdisciplinary perspectives on language study. Lexington, MA: D. C. Health.Google Scholar
Lanham, R. A. 1993. The electronic word: Democracy, technology, and the arts. Chicago: University of Chicago Press.CrossRefGoogle Scholar
Le Correcteur 101. 1994. Montreal: Machina Sapiens.Google Scholar
Leffa, V. J. 1992. Making foreign language texts comprehensible for beginners: An experiment with an electronic glossary. System. 20.63–74.CrossRefGoogle Scholar
LeMon, R. 1988. Computers and ESL. CALL Digest. 4.4–5.Google Scholar
Matthews, C. 1993. Grammar frameworks in intelligent CALL. CALICO Journal. 11. 1. 5–26.CrossRefGoogle Scholar
Meskill, C. 1993. ESL and multimedia: A study of the dynamics of paired student discourse. System. 21. 323–341.CrossRefGoogle Scholar
Meunier, L. E. 1994b. Computer adaptive language tests (CALT) offer a great potential for functional testing. Yet why don't they? CALICO Journal. 11. 4. 23–39.CrossRefGoogle Scholar
Motteram, G. 1992. Authoring tools and teacher training for CALL. System. 20. 151–160.CrossRefGoogle Scholar
Nagata, N. 1993. Intelligent computer feedback for second language instruction. Modern Language Journal. 77.330–339.CrossRefGoogle Scholar
Nagata, N. and Swisher, V. M.. 1995. A study of consciousness-raising by computer: The effect of meta-linguistic feedback on second language learning. Foreign Language Annals. 28. 337–347.CrossRefGoogle Scholar
Nara, H. 1992. Visual salience as a search category in a Kanji dictionary in ‘Interactive Japanese: Understanding written Japanese.’ System. 20. 75–91.CrossRefGoogle Scholar
Nara, H. 1994. Improved delivery of lexical information in a computer assisted reading instruction program. CALICO Journal. 12. 19–36.CrossRefGoogle Scholar
Nicholas, M. A. and Toporski, N.. 1993. Developing the Critic's Corner: Computer assisted language learning for upper-leave Russian students. Foreign Language Annals. 26. 467–478.CrossRefGoogle Scholar
Nisus Compact. 1992. Solana Beach, CA: NISUS Software Inc.Google Scholar
Nisus Writer. 1994. Solana Beach, CA: NISUS Software Inc.Google Scholar
Noblitt, J. S., Pet, W. A. J., and Sola, D.. 1992. système-D. Boston: Heinle and Heinle.Google Scholar
Nyns, R. R. 1989. Is intelligent computer-assisted language learning possible? System. 17. 35–47.CrossRefGoogle Scholar
Otto, S. K. 1991. Training in instructional technologies: Skills and methods. Applied Language Learning. 2. 1. 15–29.Google Scholar
Paramskas, D. 1993. Computer-assisted language learning (CALL): Increasingly integrated into an ever more electronic world. Canadian Modern Language Review. 50.1.124–143.CrossRefGoogle Scholar
Patrikis, P. C. 1995. Where is computer technology taking us? ADFL Bulletin. 26. 2. 36–39.CrossRefGoogle Scholar
Pederson, K. M. 1987. Research on CALL. In Smith, W. F. (ed.) Modern media in foreign language education: Theory and implementation. Lincolnwood, IL: National Textbook Company. 99–131.Google Scholar
Pennington, M. C. 1991. Computer-assisted analysis of English dialect and interlanguage prosodics. In Dunkel, P. (ed.) Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House. 133–154.Google Scholar
Pennington, M. C. (ed.) 1989. Teaching languages with computers: The state of the art. San Francisco: Athelstan.Google Scholar
Pennington, M. C. and Brock, M. N.. 1992. Process and product approachers to computer-assisted composition. In Pennington, M. C. and Stevens, V. (eds.) Computers in applied linguistics: An international perspective. Philadelphia, PA: Multilingual Matters. 79–109.Google Scholar
Pennington, M. C. and Stevens, V. (eds.) Computers in applied linguistics: an international perspective. Philadelphia, PA: Multilingual Matters.Google Scholar
Phillips, J. K. 1993. Paradigm shifts and directions of the tilt. Canadian Modern Language Review. 50.1.144–149.CrossRefGoogle Scholar
Phillips, M. 1985. Intelligent CALL and the QWERTY problem: A rationale. System. 13.1–8.CrossRefGoogle Scholar
Phinney, M. 1991. Computer-assisted writing and writing apprehension in ESL students. In Dunkel, P. (ed.) Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House. 189–204.Google Scholar
Renie, D. and Chanier, T.. 1995. Collaboration and computer-assisted acquisition of a second language. Computer Assisted Language Learning. 8.3–30.CrossRefGoogle Scholar
Rivers, W. (ed.) 1992. Teaching languages in college. Lincolnwood, IL: National Textbook Company.Google Scholar
Robinson, G. L. 1989. The CLCCS CALL study: Methods error feedback, attitudes, and achievement. In Smith, W. F. (ed.) Modern technology in foreign language education: Application and projects. Lincolnwood, IL: National Textbook Company. 119–134.Google Scholar
Robinson, G. L. 1991. Effective feedback strategies in CALL: Learning theory and empirical research. In Dunkel, P. (ed.) Computer-assisted language learning and testing: Research issues and practice. New York: Newbury House. 155–167.Google Scholar
Röllinghoff, A. 1993. Implementing word learning strategies into an interactive learning environment. CALICO Journal. 11.2.21–43.CrossRefGoogle Scholar
Romeiser, J. and Rice, M.. 1992. French Reading lab I:3 by Maupassant. Knoxville, TN: Hyperglot.Google Scholar
Sanders, R. M. 1991. Error analysis in purely syntactic parsing of free input: The example of German. CALICO Journal. 9.1.72–89.CrossRefGoogle Scholar
Scott, T. M., Jolly, Y. S. and O'Brien, N. 1989. Interactive videodisc in computer-assisted language learning: A communicative project. System. 17.49–60.CrossRefGoogle Scholar
Scott, V. M. 1990. Task-oriented creative writing with système-D. CALICO Journal. 7.3.58–67.CrossRefGoogle Scholar
Scott, V. M. and New, E.. 1994. Computer aided analysis of foreign language writing process. CALICO Journal. 11.3.5–18.CrossRefGoogle Scholar
Segalowitz, N. and Gatbonton, E.. 1995. Automaticity and lexical skills in second language fluency: Implications for computer assisted language learning. Computer Assisted Language Learning. 8.129–150.CrossRefGoogle Scholar
Smith, F. W (ed.) 1987. Modern media in foreign language education: Theory and implementation. Lincolnwood, IL: National Textbook Company.Google Scholar
Smith, F. W. (ed.) 1989. Modern technology in foreign language education: Application and projects. Lincolnwood, IL: National Textbook Company.Google Scholar
SoundEdit 16. 1994. San Fracisco, CA: Macromedia.Google Scholar
Spaai, G. W. and Hermes, D. J.. 1993. A visual display for the teaching of intonation. CALICO Journal. 10.3.19–30.CrossRefGoogle Scholar
Spranos, A. 1992. Combining pedagogy and technology to improve composition. Hispania. 75.1.230–238.CrossRefGoogle Scholar
Stenson, N. et al. , 1992. The effectiveness of computer-assisted pronunciation training. CALICO Journal. 9.4.5–18.CrossRefGoogle Scholar
Storer, G. 1989. Computer assisted language learning: Reply or rebuttal? System. 17.385–388.CrossRefGoogle Scholar
Sussex, R. 1991. Author languages, authoring systems, and their relation to the changing focus of computer-aided language learning. System. 19.15–27.CrossRefGoogle Scholar
Sussex, R., Cumming, G., and Cropp, S.. 1994. A tools-based environment for discovery-oriented CALL: Cognitive, pedagogical and ergonomic issues for interactive learning. Computer Assisted Language Learning. 7.135–150.CrossRefGoogle Scholar
Svenconis, D. J. and Kerst, S.. 1995. Investigating the teaching of second-language vocabulary through semantic mapping in a hypertext environment. CALICO Journal. 12.2/3.33–57.CrossRefGoogle Scholar
Swartz, M. and Yazadani, M. (eds.) 1992. Intelligent tutoring systems for foreign language teaching. New York: Springer Verlag.CrossRefGoogle Scholar
Torikian, M. 1992. Watch your language: An account of ‘SoundEdit’ with reference to the validity of phonological rules. System. 20.471–479.CrossRefGoogle Scholar
Valette, R. M. 1993. The challenge of the future: Teaching students to speak fluently and accurately. Canadian Modern Language Review. 50.1.173–178.CrossRefGoogle Scholar
Van der Linden, E. 1993. Does feedback enhance computer-assisted language learning? Computers and Education. 21.1.61–65.CrossRefGoogle Scholar
Watts, C. 1989. Interactive video: What the students say. CALICO Journal. 7.1.17–20.CrossRefGoogle Scholar
Wolfe, D. E. 1993. Reflections on the use of technology in my language career. Canadian Modern Language Review. 50.1.179–183.CrossRefGoogle Scholar
Wong-Fillmore, L. W. 1992. Learning a language from learners. In Kramsch, C. J. and McConnell-Ginet, S. (eds.) Text and context: Crossdisciplinary perspectives on language study. Lexington, MA: D.C. Heath. 46–66.Google Scholar
Wyatt, D. H. 1987. Applying pedagogical principles to CALL courseware development. In Smith, W. F. (ed.) Modern media in foreign language education: Theory and implementation. Lincolnwood, IL: National Textbook Company. 85–98.Google Scholar
Wyatt, D. H. 1989. Computers and reading skills: The medium and the message. In Pennington, M. C. (ed.) Teaching languages with computers: The state of the art. San Francisco: Athelstan. 63–78.Google Scholar
Wyman, W. J. 1993. Internet and foreign-language instruction: A report from behind the front lines. IALL Journal. 26.1.26–31.CrossRefGoogle Scholar
Yoshii, R. and Milne, A.. 1995. An analysis of and feedback for free-form answers in English and Romanized Japanese. CALICO Journal. 12.2/3.59–87.CrossRefGoogle Scholar