computer-assisted language learning chapelle, c. a. (2001). computer-assisted language learning. in...
DESCRIPTION
Effective task-based instruction 1.Choose a range of target structures 2.Choose tasks which meet the utility condition 3.Select and sequence tasks to achieve balanced goal development 4.Maximize the chances of focus on form through attentional manipulation 5.Use cycles of accountability (Skehan, 1998: 132) Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.TRANSCRIPT
![Page 1: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/1.jpg)
Computer-assisted language learning
Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second language aquisition: Foundations for teaching, testing, and research (pp. 44-66). New York: Cambridge University Press.
![Page 2: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/2.jpg)
Cognitive conditions for SLA
![Page 3: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/3.jpg)
Effective task-based instruction
1. Choose a range of target structures2. Choose tasks which meet the utility condition3. Select and sequence tasks to achieve balanced
goal development4. Maximize the chances of focus on form through
attentional manipulation5. Use cycles of accountability (Skehan, 1998: 132)
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press.
![Page 4: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/4.jpg)
Socio-affective conditions for SLA• 'willingness to communicate' (WTC): willing to use their
L2, as a 'situation-specific variable representing an intention to communicate at a specific time to a specific person' (MacIntyre, Clement, Dornyei, & Noels, 1998: 559).
• crucial goal of the learning process as developing learners‘ interest in seeking out opportunities for communication and their willingness to communicate in these situations
MacIntyre, P. D., Clement, R., D6rnyei, Z., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82, 545-562.
![Page 5: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/5.jpg)
Willingness To Communicate (WTC)1. the desire to communicate with a particular person, 2. communicative self-confidence at that particular
moment3. interpersonal motivation (the desire to control or
affiliate with others4. intergroup motivation (related to the speakers'
group affiliation),5. self-confidence, 6. intergroup attitudes (e.g., integrativeness), 7. social situation (i.e., features of context affecting
communication), 8. communicative competence, 9. intergroup climate10.personality.
![Page 6: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/6.jpg)
![Page 7: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/7.jpg)
![Page 8: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/8.jpg)
![Page 9: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/9.jpg)
![Page 10: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/10.jpg)
![Page 11: Computer-assisted language learning Chapelle, C. A. (2001). Computer-assisted language learning. In C. A. Chapelle (Ed.), Computer applications in second](https://reader036.vdocument.in/reader036/viewer/2022062523/5a4d1aff7f8b9ab059986244/html5/thumbnails/11.jpg)
Concordancing