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Computer-assisted SLA research
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Two types of CASLR ?Gather evidence about the effects of instructional conditions of learning ?Assessment; to make inferences about aspects of learners?language ability and learning (vocabulary, metacognitive strategies) Investigating conditions for SLA Doughty’s characterization of the three facets of her computer Design: the CASLR tasks intended for students?language learning Description: the process of computer-assisted data description replies on a computer program to assist in identifying, tabulating, and organizing SLA data which were gathered through a computer-assisted research task or through other means. Discovery: refers to the use of computer for statistical analysis of data (Davidson, 1996). CASLA for investigating instructional conditions; Dekeyser (1995) investigated whether explicit-deductive or implicit-inductive learning worked better for simple categorical grammar rules and for linguistic prototypes. Dekeyser (1997) investigated the hypothesis that explicitly learned morphosyntactic rules (gender, case marking) would become gradually automatized through practice. Graaff ( 1997) controlled the instructional treatments in his comparison of implicit and explicit instruction throughout a course that lasted approximately 15 hours. Robinson (1996) four conditions of instruction: implicit (memorize sentences containing the relevant grammatical structure), incidental (to read input sentences for meaning), rule-search (asking learners to identify the rules that were illustrated by the input sentences), and instructed condition (providing learners with explicit rules about the target grammatical points. The selection of participants, control of conditions, and testing that can be done in an experiment exceeds that which is possible in the language classroom, and therefore results may from a more stable basis for theory. Other condition for SLA Hulstijn (1997) made a distinction between two types of studies: 1) ‘pertinent of theories of SLA?2) applied studies such as investigations into CALL Both investigate theory-based predictions of the effects of specific psycholinguistic conditions on learning outcomes. Ayoun found some support for ‘recast?CALL materials designed to operationalize one of the three condition Hulstijn (2000) 1. automaticity of lexical access through CALL materials (computer games) 2. compares incidental acquisition of words looked up during reading and during writing, both of which were perceived as instructional tasks by learners. Evaluation of learning condition CASLA Hulstijn (1997)?instructional conditions 1. the quality of operationalizaiton of the learning condition.
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