Call in the year 2000: Still in search of research paradigms?

Language Learning and Technology

Volumn 1, Issue 1, 1997, Pages 19-43

  Chapelle, Carol ^a  

^a IOWA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0002730251     PISSN: 10943501     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (56)

1. Abraham, R., & Liou, H.C. (1991). Interaction generated by three computer programs: analysis of functions of spoken language. In P. Dunkel (Ed.), Computer-as sisted language learning and testing: Research issues and practice (pp. 85-109). New York: Newbury House.
2. Allwright, D. (1988). Observation in the language classroom. London: Longman.
3. Allwright, D., & Bailey, K.M. (1991). Focus on the language classroom: An introduction to classroom research for language teachers. Cambridge: Cambridge University Press.
4. Bailin, A. (1988). Artificial intelligence and computer-assisted language instruction. CALICO Journal, 3, 25-45.
5. Bailin, A. (1995). AI and language learning: Theory and evaluation. In V. M. Holland, J. D. Kaplan, & M. R. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 327-343). Mahwah, NJ: Lawrence Erlbaum Associates.
6. Beauvois, M. H. (1992). Computer-assisted classroom discussion in the foreign language classroom: Conversation in slow motion. Foreign Language Annals, 25(5), 455-464.
7. Bland, S. K., Noblitt, J. S., Armington, S., & Gay, G. (1990). The naive lexical hypothesis: Evidence from computer-assisted language learning. Modern Language Journal, 74, 440-450.
8. Bruce, B., Peyton, J. K., & Batson, T. (Eds.). (1993). Network-based classrooms: Promises and realities. Cambridge: Cambridge University Press.
9. Cameron, K. (1995). Editorial. Computer Assisted Language Learning, 8(4), 293-294.
10. Chanier, T., Pengelly, M., Twidale, M., & Self, J. (1992). Conceptual modelling in error analysis in computer-assisted language learning systems. In M. L. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning (pp. 125-150). Berlin: Springer-Verlag.
11. Chapelle, C. A. (1990). The discourse of computer-assisted language learning: Toward a context for descriptive research. TESOL Quarterly, 24, 199-225.
12. Chapelle, C. A. (1995). A framework for the investigation of CALL as a context for SLA. CFLL Journal, 6(3), 2-8.
13. Chapelle, C. A. (1994). CALL activities: Are they all the same? System, 22(1), 33-45.
14. Chapelle, C. (in press). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
15. Chaudron, C. (1988). Second language classrooms: Research on teaching and learning. Cambridge: Cambridge University Press.
16. Chun, D. M. (1994). Using computer networking to facilitate the acquisition of interactive competence. System, 22(1), 17-31.
17. Day, R. (Ed.). (1986). Talking to learn: Conversation in second language acquisition.. Rowley, MA: Newbury House.
18. DeSmedt, W. (1995). Herr Kommissar: An ICALL conversation simulator for intermediate German. In V. M. Holland, J. Kaplan, & M. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 153-174). Hillsdale, NJ: Lawrence Erlbaum.
19. Doughty, C. (1991). Second language instruction does make a difference: Evidence from an empirical study of SL relativization. Studies in Second Language Acquisition, 13, 431-469.
20. Ellis, R. (1995). Interpretation tasks for grammar teaching. TESOL Quarterly, 29, 87-105.
21. Garrett, N. (1995). ICALL and second language acquisition. In V. M. Holland, J. D. Kaplan, & M. R. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 345-358). Mahwah, NJ: Lawrence Erlbaum Associates.
22. Gass, S. M., & Madden, C. G. (Eds.). (1985). Input in second language acquisition. Rowley, MA: Newbury House Publishers.
23. Goodfellow, R., & Laurillard, D. (1994). Modeling lexical processes in lexical CALL. CALICO Journal, 11(3), 19-46.
24. Hatch, E. (1978). Discourse analysis and second language acquisit ion. In E. Hatch (Ed.), Second language acquisition: A book of readings. Rowley, MA: Newbury House. Computational Linguistics, 17(2), 212-227.
25. Holland, V. M. (1995). Lessons learned in designing intelligent CALL: Managing communication across disciplines. Computer-Assisted Language Learning, 7(3), 227-256.
26. Holland, V. M., Kaplan, D., & Sams, M. R. (Eds.). (1995). Intelligent language tutors: Theory shaping technology. Mahwah, NJ: Lawrence Erlbaum Associates.
27. Hsu, J. (1994). Computer assisted language learning (CALL): The effect of ESL students' use of interactional modifications on listening comprehension. Unpublished doctoral dissertation, Department of Curriculum and Instruction, College of Education, Iowa State University, Ames, IA.
28. Hsu, J., Chapelle, C., & Thompson, A. (1993). Exploratory environments: What are they and do students explore? Journal of Educational Computing Research, 9(1), 1-15.
29. Kelm, O. R. (1992). The use of synchronous computer networks in second language instruction: A preliminary report. Foreign Language Annals, 25(5), 441-454.
30. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
31. Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.
32. Legenhausen, L., & Wolff, D. (1992). STORYBOARD and communicative language learning: Results of the Dusseldorf CALL project. In M. L. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning (pp. 9-23). Berlin: Springer-Verlag.
33. Levinson, S. C. (1983). Pragmatics. Cambridge: Cambridge University Press.
34. Liddell, P. (1994). Learners and second language acquisition: A union blessed by CALL? Computer-Assisted Language Learning, 7(2), 163-173.
35. Lightbown, P., & Spada, N. (1990). Focus-on-form and corrective fedback in communicative language teaching. Studies in Second Language Acquisition, 25, 1-14.
36. Long, M. H. (1985). Input and second language acquisition theory. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 377-393). Rowley, MA: Newbury House Publishers.
37. Loschky, L., & Bley-Vroman, R. (1993). Grammar and task-based methodology. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory & practice (pp. 123-167). Clevedon, England: Multilingual Matters, Ltd.
38. Luff, P., Gilbert, N., & Frohlich, D. (Eds.). (1990). Computers and conversation. London: Academic Press.
39. MacWhinney, B. (1995). Evaluating foreign language tutoring systems. In V. M. Holland, J. D. Kaplan, & M. R. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 317-326). Mahwah, NJ: Lawrence Erlbaum Associates.
40. Mohan, B. (1992). Models of the role of the computer in second language development. In M. Pennington & V. Stevens (Eds.), Computers in applied linguistics: An international perspective (pp. 110-126). Clevedon, Avon: Multilingual Matters, Ltd.
41. Nobuyoshi, J., & Ellis, R. (1993). Focused communication tasks. English Language Teaching Journal, 47, 203-210.
42. Oxford, R. L. (1995). Linking theories of learning with intelligent computer-assisted language learning. In V. M. Holland, J. D. Kaplan, & M. R. Sams (Eds.), Intelligent language tutors: Theory shaping technology (pp. 359-369). Mahwah, NJ: Lawrence Erlbaum Associates.
43. Pica, T. (1994). Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes? Language Learning, 44(3), 493-527.
44. Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible outpu t as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11, 63-90.
45. Pica, T., Kanagy, R., & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes and S. Gass (Eds.), Tasks and language learning: Integrating theory & practice. Clevedon, England: Multilingual Matters, Ltd.
46. Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language learners' interaction: How does it address the input, output, and feedback needs of L2 learners? TESOL Quaterly, 30(1), 59-84.
47. Piper, A. (1986). Conversation and the computer: A study of the conversational spin-off generated among learners of English as a second language working in groups. System, 14, 187-198.
48. Salaberry, M. R. (1996). The theoretical foundation for the development of pedagogical tasks in computer mediated communication. CALICO Journal, 14(1), 5-34.
49. Schmidt, R., & Frota, S. (1986). Developing basic conversational ability in a second language: A case study of an adult learner of Portuguese. In R. Day (Ed.), Talking to learn: Conversation in second language acquisition. Rowley, Mass.: Newbury House.
50. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. M. Gass & C. G. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House Publishers.
51. Swain, M., & Lapkin, S. (1995). Problems in output and the cognitive processes they generate: A step towards second language learning. Applied Linguistics, 16, 371-391.
52. Underwood, J. (1984). Linguistics, computers, and the language teacher. Rowley, MA: Newbury House.
53. Van Lier, L. (1988). The classroom and the learner. London: Longman.
54. Warschauer, M. (Ed.). (1995a). Virtual connections: On-line activities & projects for networking language learners. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawai'i.
55. Warschauer, M. (1995b). E-mail for English teaching. Alexandria, VA: TESOL Publications.
56. Wilks, Y., & Farwell, D. (1992). Building an intelligent second language tutoring system from whatever bits you happen to have lying around. In M. L. Swartz & M. Yazdani (Eds.), Intelligent tutoring systems for foreign language learning (pp. 263-273). Berlin: Springer-Verlag.