TITLE

THEORY DRIVEN TECHNOLOGIES: FRAMEWORKS FOR INDIVIDUAL LANGUAGE LEARNERS

AUTHOR(S)
Brantmeier, Cindy; Flores, Luisa; Romero-Ghiretti, Gabriela
PUB. DATE
December 2006
SOURCE
Reading Matrix: An International Online Journal;Dec2006, Vol. 6 Issue 3, p299
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Second language (L2) pedagogical practices and computer-assisted language learning (CALL) should be connected to relevant theory and empirical research (Brantmeier, 2003; Chapelle, 2001; Cubillos, 1998; Doughty, 1987). In a study conducted while teaching a graduate seminar on the integration of technology into language instruction, Brantmeier (2003) reported that instructors who are informed about theories and research concerning CALL embrace the challenge of using new technologies to support curriculum-rich activities. On the other hand, the author also found that informed L2 instructors proceed with caution when integrating technology-based activities in the L2 curriculum mainly because of the time commitment, the rate of technological change, and technical/system difficulties. The present article reports on two different CALL projects created for Spanish classes that consider the above assertions. The projects were driven by relevant theory and research in Applied Linguistics and Second Language Acquisition (SLA), and they attempt to serve as templates for designing future CALL materials.
ACCESSION #
24393891

 

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