Computer-assisted language learning

1. 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.

2. Cognitive conditions for SLA

3. Effective task-based instruction • Choose a range of target structures • Choose tasks which meet the utility condition • Select and sequence tasks to achieve balanced goal development • Maximize the chances of focus on form through attentional manipulation • Use cycles of accountability (Skehan, 1998: 132) Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.

4. 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.

5. Willingness To Communicate (WTC) • the desire to communicate with a particular person, • communicative self-confidence at that particular moment • interpersonal motivation (the desire to control or affiliate with others • intergroup motivation (related to the speakers' group affiliation), • self-confidence, • intergroup attitudes (e.g., integrativeness), • social situation (i.e., features of context affecting communication), • communicative competence, • intergroup climate • personality.

11. Concordancing