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pp. 123–142 THE EFFECTS OF TEXT-BASED SCMC ON SLA: A META ANALYSIS
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In: http://llt.msu.edu/issues/june2013/linetal.pdf
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| 482 |
References
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In: http://www.aclweb.org/anthology/W/W12/W12-0903.pdf
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| 483 |
Social Capital and Language Acquisition during Study Abroad
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0466/paper0466.pdf
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| 484 |
Rapid word ‘mapping ’ at 10 months of age
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In: http://141.14.165.6/CogSci09/papers/518/paper518.pdf
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| 485 |
Cultural Evolution of Language: Implications for Cognitive Science
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In: http://141.14.165.6/CogSci09/papers/491/paper491.pdf
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| 486 |
Memory limitations alone do not lead to over-regularization: An experimental and computational investigation
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0757/paper0757.pdf
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| 487 |
A Mind-Centered, Input Approach
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In: http://pdf.aminer.org/000/591/936/hands_drawing_each_other_cal_help_tools_as_the_base.pdf
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Abstract:
Cognitive learning theories increasingly inform the creation and design of Computer Assisted Language Learning (CALL) materials. Recent discus-sions have explored the potential benefits of underscoring CALL materi-als with socio-cognitive learning theories such as situated cognition (Salaberry 1996; Renié & Chanier, 1995). However, Reynolds, Sinatra, and Jetton (1996) remind educators that there are principally two types of learning theories, both of which enjoy empirical verification: experience-centered theories, like situated cognition, and mind-centered ones, such as those theories that recognize the importance of providing learners with comprehensible input (e.g., Krashen, 1982). Even if Krashen’s theory of comprehensible input is empirically untenable, it is important to keep in mind that no documented cases of successful foreign language acquisition exist without exposure to some sort of comprehensible input (Long, 1990). Thus, CALL materials designers and educators should continue to ex-plore mind-centered theories. Drawing on the latest advances in our un-derstanding of the interaction between internal cognitive processes and foreign language learning—specifically, VanPatten’s (1993) Processing Instruction framework—this author outlines principles with which CALL educators can design effective input-oriented tasks targeting grammar in-struction. The article concludes with the presentation of a prototype CALL application implementing these principles.
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Keyword:
Computer Assisted Language Learning; Foreign Lan- guage Acquisition; Grammar; Input; Intake; Learning Theory; Situated Cognition. 2 CALICO Journal
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URL: http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.467.3326
http://pdf.aminer.org/000/591/936/hands_drawing_each_other_cal_help_tools_as_the_base.pdf
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| 488 |
Please address correspondence to:
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In: http://www.indiana.edu/~dll/papers/yurovsky_smith_yu_ds12.pdf
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| 489 |
Informativity versus logic: Children and adults take different approaches to word learning
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In: http://csjarchive.cogsci.rpi.edu/Proceedings/2011/papers/0770/paper0770.pdf
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| 490 |
Research Track Poster Determining an Author's Native Language by Mining a Text for Errors
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In: http://www.cs.uiuc.edu/class/fa05/cs591han/kdd05/docs/p624.pdf
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Embodied Language Understanding with a Multiple Timescale Recurrent Neural Network
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In: http://www.informatik.uni-hamburg.de/WTM/ps/Heinrich_ICANN2013_CR.pdf
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| 492 |
CzeSL
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In: http://utkl.ff.cuni.cz/~rosen/public/ACQUIS/2011-czesl-palc-final.pdf
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| 493 |
Encyclopædia of Cognitive Science Connectionist and Symbolic Representations of Language, #292
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In: http://homepages.inf.ed.ac.uk/steedman/papers/connectionism/ecs.pdf
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| 494 |
Spatial Feature Assembly in First and Second Language Acquisition
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In: http://www.indiana.edu/~dsls/publications/Stringer.Spatial.pdf
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| 495 |
Mining and Exploiting Domain-Specific Corpora in the PANACEA Platform
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In: http://www.mt-archive.info/BUCC-2012-Bel.pdf
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