Important quotes for CALL: theory and practice

Egbert, Chao, and Hanson-Smith (1999) state this idea clearly: “A theory of CALL is a theory of language acquisition” (p.3) and go on to explain “Educators do not need a discrete theory of CALL to understand the role of technology in the classroom; a clear theory of SLA and its implications for the learning environment serves this goal” (p.3).

Vale, Scarino, and McKay (1991), for example, write that the Australian Language Levels (ALL) project is based on eight principles of language learning:

Learners learn a language best when:

1. they are treated as individuals with their own needs and interests.

2. they are provided with opportunities to participate in communicative use of the target language in a wide range of activities.

3. they are exposed to communicative data which is comprehensible and relevant to their own needs and interests

4. they focus deliberately on various language forms, skills, and strategies in order to support the process of language acquisition

5. they are exposed to sociocultural data and direct experience of the culture(s) embedded within the target language

6. they become aware of the role and nature of language and culture

7. they are provided with appropriate feedback about their progress

8. they are provided with opportunities to manage their own learning. (p.28)

1. Learners have opportunities to interact and negotiate meaning.

2. Learners interact in the target language with an authentic audience.

3. Learners are involved in authentic tasks.

4. Learners are exposed to and encouraged to produce varied and creative language.

5. Learners have enough time and feedback.

6. Learners are guided to attend mindfully to the learning process.

7. Learners work in an atmosphere with an ideal stress/anxiety level.

8. Learner autonomy is supported. (Egbert et al., 1999, p.4)

Chapelle (2001) writes about students’ willingness to communicate (WTC): “a crucial goal of the learning process as developing learner’s interest in seeking out opportunities for communication and their willingness to communicate in these situations” (p.50

Schumann (1986) argues:

I also propose that any learner can be placed on a continuum that ranges from social and psychological distance to social and psychological proximity with speakers of the TL, and that the learner will acquire the second language only to the degree that he acculturates. (p.379)

Student A: …whenever talk with her and become to know about her, I become so happy and think that we can develop our friendship more deeper. I’ll continue to correspond with her, and it will be a good time both she and I.

Student B: I found a beautiful pen pal… We became so close to each other recently, and we exchanged our pictures…Recently, we started voice chatting on MSN so I could hear her voice. Her voice is so lovely… Anyway I really like her and hope we can keep in touch for a long time.

Student A: So, frequently , we talk about how Chinese is difficult to learn, how country where each people live now …and so on. Throught that courses of conversation, we can understand each other more closer. And we shared many chinese cultures like famous songs, movies. Sometimes, she introduced to me some famous singers in India, and I told to her many korean movies like Old Boy, My wife is gangster.. etc.

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