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Designing instructional technology for language learning.

Article Excerpt
Abstract

The purpose of this article is to promote the consideration of a variety of options in designing technology enhanced instruction for foreign language. In doing so, it proposes a number of learning issues, theories, and questions that should be considered in designing instruction for second language learning via computers. A sample design approach taking these issues into account is proposed.

Introduction

The title of this article may give the impression that there is one way to structure curricular design for technology enhanced language learning (TELL) that may produce a maximum effect for anyone learning a foreign language. In fact there are many variables in language learning, and these intertwine in complex ways that render the definition of one solution for curricular design impractical, if not impossible. Moreover, theories about second language acquisition and how students learn via technology are still being refined. The purpose of this article is not to present a single solution; but to highlight current issues of learning that may affect the planning of instruction via computers and widen the options currently available to students.

Sequencing of Instruction

For over two decades the foreign language profession has advocated a proficiency-based curriculum (Met, 1988; Omaggio, 1986; Richards & Rogers, 1988). In our enthusiasm to promote proficiency, we have encouraged the idea that getting students to communicate would result in communicative competence. However, within the TELL context, some researchers have found that writing for real purposes did not result in improved writing skills in itself (Sanaoui and Lapkin, 1992; Stepp-Greany, 2002). Others indicate that proficiency is more likely to result when instruction proceeds from structured input to communicative output (Van Patten, 1995) and that sequencing of instruction from lower level to higher level tasks plays an important role in the development of proficiency. (Walz, 1998).

Theories of Second Language Acquisition Various theories of second language acquisition may provide one rationale for instruction. Monitor Theory (Krashen, 1982) emphasizes the importance of comprehensible linguistic input in the acquisition process. It proposes an initial silent period in which students listen, but do not speak, as a way to promote acquisition. Monitor Theory indicates that a series of activities emphasizing listening comprehension should precede even the most simple production activities. The Input Processing Model (Lee and Van Patten, 1995) differentiates between input (the language to which the learner is exposed) and intake (the language that actually gets processed by the learner). This model emphasizes the importance of binding the form of a word to its meaning. If used as a rationale, it would indicate that early input activities ought to be simple recognition activities that require students to attend to one important detail and connect form to meaning. Activities would progress from simple to complex along a continuum ranging from recognition to simple one word production to sentence level and discourse level production in a logical order. Interaction Theory and Sociocultural Theory emphasize the importance of the social aspect of language learning (Doughty, 1987; Long, 1981; Vygotsky, 1978; Lantolf, 1994). Within these frameworks, language is negotiated and socially mediated or assisted. Paraphrasing, requests for repetition, clarification requests, verification checks, and comprehension checks are tools used by...

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