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Applying L2 Vocabulary Research Findings to Classroom Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 39-41 (2015) (2015)
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| 2 |
Child Second Language Acquisition: What Do We Know?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 1, Pp 18-34 (2015) (2015)
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| 3 |
Technology Assistance in Second Language Acquisition: Potentials and Limitations
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp i-iii (2015) (2015)
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| 4 |
Linguistic Relativity in SLA: Thinking for Speaking
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 72-76 (2015) (2015)
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| 5 |
Language Learning Beyond the Classrooom
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 50-53 (2015) (2015)
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| 6 |
Understanding Silence and Reticence: Ways of Participating in Second Language Acquisition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 1, Pp 46-49 (2015) (2015)
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| 7 |
Unpacking the Concept of Complexity in Instructed SLA Research: Towards an Acquisitional Definition
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 63-65 (2015) (2015)
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| 8 |
Aligning CALL with the Theory and Practice of Instructed SLA
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 20-22 (2015) (2015)
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Abstract:
With the availability of a wide range of information technologies in the 21st century, the second language (L2) classroom has by and large been transformed digitally. Such technological tools include, but are not limited to, authoring software and blogs, learning management systems (LMSs), online real-time texting via instant messengers (IMs) like Google Talk, audio-and video-conferencing through Skype, artificial intelligence (AI) and intelligent systems, speech recognition and pronunciation training technologies, mobile technologies, and even web-based social networking interfaces like Facebook and Google Plus. In a sense, computer-assisted language learning (CALL) seems to have brought about abundant opportunities for innovation and creativity vis-à-vis the language acquisition process. During the course of acquiring an L2, in particular, instructed learners are faced with the challenge of processing instructional input (e.g., from textbooks) and modified input (e.g., corrective feedback through teacher-learner interaction) for the underlying form-meaning-function relations of any linguistic structure of the target language (TL). In order to fully capitalize from this technology craze, therefore, it is essential that the properties and strengths of these technologies be thoroughly studied in ways that would bring their applications in spirit with the core theoretical underpinnings and principles of practice in instructed second language acquisition (SLA) and its related research.
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Keyword:
AI; Applied linguistics; Artificial intelligence; Computer assisted instruction; Education; English langauge; English language; IMs; Instant messengers; L2; Language; Language acquisition; Learning management systems; LMS; P118-118.7; PE1-3729; Second language acquisition; SLA; Telematics
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URL: https://doaj.org/article/7cc4a160eb6642949012a6c8ab243dad
https://doi.org/10.7916/D88P6C5G
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| 9 |
Talmy’s Dichotomous Typology and Japanese Lexicalization Patterns of Motion Events
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 1, Pp 29-47 (2015) (2015)
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| 10 |
Second Language Pronunciation Teaching: Insights from Research
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In: Working Papers in Applied Linguistics and TESOL, Vol 15, Iss 2, Pp 45-47 (2015) (2015)
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| 11 |
Collaborative Writing in L2 Classrooms
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In: Working Papers in Applied Linguistics and TESOL, Vol 14, Iss 1, Pp 39-43 (2015) (2015)
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| 12 |
Effects of Output and Note-Taking on Noticing and Interlanguage Development
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In: Working Papers in Applied Linguistics and TESOL, Vol 10, Iss 2, Pp 19-36 (2015) (2015)
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| 13 |
Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-5 (2015) (2015)
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| 14 |
Are Grammatical Morphemes Hard or Soft?
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 55-57 (2015) (2015)
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| 15 |
Technological Growth and L2 Construct Definition: Will Applied Linguistics Keep Pace with Language Users?
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In: Working Papers in Applied Linguistics and TESOL, Vol 12, Iss 2, Pp 48-49 (2015) (2015)
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| 16 |
Topic Familiarity and Input Enhancement: An Empirical Investigation
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In: Working Papers in Applied Linguistics and TESOL, Vol 8, Iss 2, Pp 1-51 (2015) (2015)
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| 17 |
The Selective Fossilization Hypothesis and its Putative Implications for Second Language Teaching
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 68-69 (2015) (2015)
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| 18 |
Some Unresolved Issues in an ELT New Media Age: Towards Building an Interlanguage Semantics
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 4-5 (2015) (2015)
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| 19 |
CALL in the L2 Classroom: Possibilities and Limitations
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In: Working Papers in Applied Linguistics and TESOL, Vol 11, Iss 2, Pp 18-19 (2015) (2015)
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| 20 |
Complex Systems and Applied Linguistics
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In: Working Papers in Applied Linguistics and TESOL, Vol 9, Iss 2, Pp 82-85 (2015) (2015)
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