EUROCALL 2014

Full Program »

Arguments for Technology and Language Learning

Technology is used so regularly for accessing information and communicating that some teachers consider technology a natural part of the language learning classroom. However, technologies that are taken for granted outside the classroom can be a point of controversy when it comes to teaching. Teaching practices should be controversial among professionals rather than accepted uncritically and therefore technology advocates need to be able to articulate the reasons for their advocacy. I will outline five lines of argument that contribute to today's discussions of the use of technology in language teaching and learning: 1) quantitative research comparing computer-assisted language learning to classroom instruction, 2) needs analysis examining learners' language and technology use beyond the classroom, 3) qualitative research examining individual language learners' strategies, 4) discourse analysis showing the distinctions across different genres and registers of language that learners need, and 5) pedagogical principles calling for opportunities to increase language learners' intercultural competence. Each of the five lines of argument draws upon theory and research in one or more areas of applied linguistics, which I will point out as I describe each of the arguments to show how current work in technology for language learning cross-cuts and contributes to the many areas of inquiry within applied linguistics.

Author(s):

Carol A. Chapelle    
Liberal Arts and Sciences
Iowa State University

Carol A. Chapelle is Distinguished Professor of Liberal Arts and Sciences at Iowa State University, where she teaches in the doctoral program in applied linguistics and technology. Professor Chapelle’s research into technology for language learning has led her into many facets of applied linguistics including the study of grammar and lexis, multimodal communication, language ideology, and language assessment-an exploration that fostered the conception of the field’s first comprehensive, ten-volume Encyclopedia of Applied Linguistics (Wiley-Blackwell, 2013). In addition to editing the encyclopedia, she is co-editor of the Cambridge Applied Linguistics Series, she has served as editor of TESOL Quarterly (1999-2004), and has served as president of the American Association for Applied Linguistics (2006-2007). Her recent awards include the 2012 Lifetime Achievement Award in Language Testing given by the University of Cambridge and the International Language Testing Association as well as the 2012 Samuel J. Messick Memorial Lecture Award given by Educational Testing Service in Princeton, New Jersey.

 

Powered by OpenConf®
Copyright ©2002-2013 Zakon Group LLC