Entre dicho y hecho …
An Assessment of the Application of Research from Second Language Acquisition and Related Fields to the Creation of Spanish CALL Materials for Lexical Acquisition
DOI:
https://doi.org/10.1558/cj.v24i3.427-529Keywords:
CALL, Lexical Acquisition, Design Features (DFs), Second Language AcquisitionAbstract
Despite the problems presented by lexical errors in second language (L2) communication, most computer assisted language learning (CALL) programs tend to focus on the acquisition of grammar points rather than on the development of the L2 lexicon. In addition, CALL vocabulary tasks are typically limited in scope and mechanical in nature, covering mostly basic lexical meanings and ignoring many implications of language-related research that points out the need to focus on the layers of meanings associated with lexical items in various cultural contexts. This article brings together findings from research in various research fields related to Spanish SLA (e.g., cognitive psychology, psycholinguistics, and sociolinguistics) in order to propose 10 design features (DFs) of CALL software that would apply these insights to the creation of various types of computer-based lexical acquisition activities. As the authors propose these principles, they review several examples of Spanish CALL lexical materials in terms of their application of current theory (SLA and related fields) to practice (the design of the software activities to teach vocabulary). To conclude, the authors discuss logistical barriers that complicate and inhibit the application of theory and empirical research to practice in the creation of Spanish CALL lexical materials.
References
Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon (2nd ed.). Oxford: Blackwell.
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78 (4), 465-83.
Allen, P. A., & Crozier, L. C. (1992). Age and ideal chunk size. Journal of Gerontology, 47 (1), 47-51.
Al-Seghayer, K. (2001). The effect of multimedia annotation modes on L2 vocabulary acquisition: A comparative study. Language Learning & Technology, 5 (1), 202-232. Retrieved February 14, 2007, from http://llt.msu.edu/vol5num1/AlSeghayer/default.html
Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. The Modern Language Journal, 86 (4), 525-545.
Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. New York: Macmillian.
Blake, R. (2000). Computer mediated communication: A window on L2 Spanish interlanguage. Language Learning & Technology, 4 (1), 120-136. Retrieved February 14, 2007, from http://llt.msu.edu/vol4num1/blake
Blake, R. J., Blasco, J., & Hernández, C. Tesoros CD-ROM. (2002). New York: McGrawHill.
Blake, R., & Zyzik, E. (2003). Who’s helping whom?: Learner/heritage speakers’ networked discussions in Spanish. Applied Linguistics, 24 (4), 519–544.
Bretz, M. L., Dvorak, T., Kirschner, R., Bransdorfer, C., & Kihet, C. (2004). Avance! Intermediate Spanish: Online cuaderno de práctica (2nd ed.). New York: McGrawHill. http://books.quia.com
Brooks, N. (1971). A guest editorial: Culture—A new frontier. Foreign Language Annals, 5 (1), 54-61.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18 (1), 32-42.
Bruner, J. S. (1996). The culture of education. Cambridge, MA: Harvard University Press.
Byrnes, H. (2002). Toward academic-level foreign language abilities: Reconsidering foundational assumptions, expanding pedagogical options. In B. L. Leaver & B. Shekhtman (Eds.), From advanced to distinguished: Developing professional-level language proficiency (pp. 35-61). Cambridge: Cambridge University Press.
Carrell, P., & Eisterhold, T. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17 (4), 553-73.
Chapelle, C. (1998). Multimedia CALL: Lessons to be learned from research on instructed SLA. Language Learning & Technology, 2 (1), 22-34. Retrieved February 14, 2007, from http://llt.msu.edu/vol2num1/article1/index.html
Chun, D., & Plass, J. (1996). Effects of multimedia annotations on vocabulary acquisition. The Modern Language Journal, 80 (2), 183-198.
Chun, D., & Plass, J. (1999). Ciberteca [CD-ROM]. New York: Nonce Publishing Consultants, Ltd.
Craik, F., & Lockhart, R. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11 (4), 671-684.
de la Fuente, M. J. (2002). Negotiation and oral acquisition of L2 vocabulary: The roles of input and output in the receptive and productive acquisition of words. Studies in Second Language Acquisition, 24 (1), 81-112.
de Saussure, F. (1916). Cours de linguistique générale. n. p.: Payot.
Dawson, L. M., Dawson, A. C., & Cruz, G. (2003). Dicho y hecho online activities manual (7th ed.). New York: Wiley Publishing. http://books.quia.com/servlets/quia.course.ui.take.TakeCourse?tagBookId=7537&tagTakeBookMode=1
Dell, G. (1986). A spreading activation theory of retrieval in sentence production. Psychological Review, 93 (3), 283-321.
Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7 (3), 50-80. Retrieved February 14, 2007, from http://llt.msu.edu/vol7num3/doughty/default.html
Ellis, N. (1994). Vocabulary acquisition: The implicit ins and outs of explicit cognitive mediation. In N. Ellis (Ed.), Implicit and explicit learning of languages (pp. 211-282). New York: Academic Press.
Ellis, N. (1996). Phonological memory, chunking, and points of order. Studies in Second Language Acquisition, 18 (1), 91-126.
Ellis, N. (2002). Frequency effects in language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition, 24 (2), 143-188.
Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition of word meanings. Studies in Second Language Acquisition, 21 (2), 285-301.
Ellis, R., Tanaka, Y., & Yamakazi, A. (1994). Classroom interaction, comprehension and L2 vocabulary acquisition. Language Learning, 44 (3), 449-486.
EuroTalk interactive advanced Spanish: Movie talk Spanish [DVD]. (n. d.). London: EuroTalk. http://www.eurotalk.com/Library/fmpro?-db=web_prod.fp5&-lay=web&-
format=/US_pages/product.html&productid=AKG5005&-find
Furstenberg, G., Levet, S., English, K., & Maillet, K. (2001). Giving a virtual voice to the silent language of culture. Language Learning & Technology, 5 (1), 55-102. Retrieved from February 14, 2007, from http://llt.msu.edu/vol5num1/furstenberg/default.pdf
García, C. (2004). Coercion and cooperation: A case study of Argentinean reprimands and responses to reprimands. In R. Márquez-Reiter & M. E. Placencia (Eds.), Current trends/advances in the pragmatics of Spanish (pp. 231-264). London: Benjamins.
García, C. (2007a). The importance of establishing and maintaining solidarity: A case study of Argentinean invitations. In M. E. Placencia & C. García (Eds.), Politeness in the Spanish-speaking world (pp. 261-301). Mahwah, NJ: Lawrence Erlbaum Associates.
García, C. (2007b). Politeness studies in Venezuela and Cuba: An overview. In M. E. Placencia & C. García (Eds.), Politeness in the Spanish-speaking world (pp. 91-104). Mahwah, NJ: Lawrence Erlbaum Associates.
Garrett, N., & Liddell, P. (2004). The new language centers: New mandates, new horizons. In S. Fotos & C. Browne (Eds.), New perspectives on CALL for second language classrooms (pp. 27-40). Mahwah, NJ: Lawrence Erlbaum Associates.
Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24 (3), 239-45.
Gass, S. (1999). Incidental vocabulary learning. Studies in Second Language Acquisition, 21 (2), 319-333.
Gass, S., & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
Gass, S., & Varonis, E. M. (1994). Input, interaction and second language production. Studies in Second Language Acquisition, 16 (3), 283-302.
Gathercole, S. E., & Baddeley, A. D. (1989). Evaluation of the role of phonological STM in the development of vocabulary in children: A longitudinal study. Journal of Memory and Language, 28 (2), 200-213.
Gathercole, S. E., & Thorn, A. S. C. (1998). Phonological short-term memory and foreign language learning. In A. Healy & L. E. Bourne (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 141-155). Mahwah, NJ: Lawrence Erlbaum Associates.
González-Lloret, M. (2003). Designing task-based CALL to promote interaction: En busca de esmeraldas. Language Learning & Technology, 7 (1), 86-104. Retrieved February 14, 2007, from http://llt.msu.edu/vol7num1/gonzalez
Goodfellow, R. (1993). CALL for vocabulary: Requirements, theory and design. Computer Assisted Language Learning, 6 (2), 99-122.
Goodfellow, R., & Laurillard, D. (1994). Modeling learning processes in lexical CALL. CALICO Journal, 11 (3), 19-46.
González-Lloret, M. (n. d.). En busca de esmeraldas. Honolulu, HI: University of Hawaii. http://marta.lll.hawaii.edu/enbusca/qtvrlet.htm
Hall, J. K. (1999). A prosaics of interaction. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp. 137-151). Cambridge: Cambridge University Press.
Hatch, E. (1978). Discourse and second language acquisition. In E. Hatch (Ed.), Second language acquisition: A book of readings (pp. 401-435). Rowley, MA: Newbury House.
Henricksen, B. (1999). Three dimensions of vocabulary development. Studies in Second Language Acquisition, 21 (2), 303-318.
Hulstijn, J. H. (1992). Retention of inferred and given word meanings: Experiments in incidental vocabulary learning. In P. Arnaud & H. Bénoit (Eds.), Vocabulary and applied linguistics (pp. 113-125). London: Macmillan.
Hulstijn, J. H., Hollander, M., & Greidanus, T. (1996). Incidental vocabulary learning by advanced foreign language students: The influence of marginal glosses, dictionary use and reoccurrence of unknown words. The Modern Language Journal, 80 (3), 327-339.
Ife, A., Vives Boix, G., & Meara, P. (2000). The impact of study abroad on the vocabulary development of different proficiency groups. Spanish Applied Linguistics, 4 (1), 55-84.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78 (3), 285-299.
Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Kramsch, C. (2000). Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84 (3), 311-326.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Krashen, S. (1989). We acquire vocabulary and spelling by reading: Additional evidence for the Input Hypothesis. The Modern Language Journal, 73 (4), 440-464.
Lafford, B. (2004). [Review of TeLL Me More Spanish]. Language Learning & Technology, 8 (3), 21-34. Retrieved February 14, 2007, from http://llt.msu.edu/vol8num3/review1
Lafford, B., Collentine, J. G., & Karp, A. (2003). The acquisition of lexical meaning by second language learners: An analysis of general research trends with evidence from Spanish. In B. Lafford & R. Salaberry (Eds.), Spanish second language acquisition: State of the science (pp. 130-59). Washington, DC: Georgetown University Press.
Language Learning and Resource Center, MIT. (n. d.). Paradoja [CD-ROM]. Cambridge, MA: Author. http://polyglot.mit.edu/html/paradoja/paradoja.htm
Lantolf, J. P. (1999). Second culture acquisition: Cognitive considerations. In E. Hinkel (Ed.), Culture in second language teaching and learning (pp.28-46). Cambridge: Cambridge University Press.
Lantolf, J., Labarca, A., & den Tuinder, J. (1985). Strategies for accessing bilingual dictionaries: A question of regulation. Hispania, 68 (4), 858-864.
Laufer, B., & Hill, M. (2000). What lexical information do L2 learners select in a CALL dictionary and how does it affect word retention? Language Learning & Technology, 3 (2), 58-76. Retrieved February 14, 2007, from http://llt.msu.edu/vol3num2/laufer-hill/index.html
Learn Spanish Now [CD-ROM]. (2002). Merrimack, NH: Transparent Language. http://www.transparent.com/languagepages/spanish/spanish.htm
Learn to Speak Spanish [CD-ROM]. (n. d.) San Francisco: The Learning Company.
Ledgerwood, M. D. (2001). [Review of EuroTalk Interactive Advanced Spanish]. CALICO Journal, 19 (3), 649-661.
Lee, J. F., & Wolf, D. F. (1997). A quantitative and qualitative analysis of the word-meaning inferencing strategies of L1 and L2 readers. Spanish Applied Linguistics, 1 (1), 24-64.
Leow, R. (2001). Do learners notice enhanced forms while interacting with the L2? An online and offline study of the role of written input enhancement in L2 reading. Hispania, 84 (4), 496-509.
Lomicka, L. (1998). To gloss or not to gloss: An investigation of reading comprehension on-line. Language Learning & Technology, 1 (2), 41-50. Retrieved February 14, 2007, from http://llt.msu.edu/vol1num2/article2/default.html
Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modeling and assessing second language development (pp. 77-99). Clevedon, England: Multilingual Matters.
Long, M., & Robinson, P. (1998). Focus on form: Theory, research and practice. In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition. (pp.15-41). Cambridge: Cambridge University Press.
Luppescu, S., & Day, R. (1993). Reading, dictionaries and vocabulary learning. Language Learning, 43 (2), 263-287.
Lyster, R. (1998). Negotiation of form, recasts and explicit correction in relation to error types and learner repair in immersion classrooms. Language Learning, 48 (2), 183-218.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition, 19 (1), 37-66.
Mantle-Bromley, C. (1992). Preparing students for meaningful culture learning. Foreign Language Annals, 25 (2), 117-127.
Markhan, F. L. (1989). The effects of captioned videotapes on the listening comprehension of beginning, intermediate, and advanced ESL students. Educational Technology, 29 (1), 38-41.
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32 (1), 1-19.
McLaughlin, B. (1998). Second language learning revisited: The psycholinguistic perspective. In A. F. Healy & L. E. Bourne, Jr. (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 399-411). Mahwah, NJ: Lawrence Erlbaum Associates.
MENO project (Multimedia, Education and Narrative Organization). Milton Keynes, England: Open University. http://kn.open.ac.uk/public/index.cfm?wpid=736
Mishkin, P., Gu, J., & Harrington, J. (Mgn.). (n. d.). Quía. http://www.quia.com/web
Morin, R., & Goebel, J. (2001). Basic vocabulary instruction: Teaching strategies or teaching words. Foreign Language Annals, 34 (1), 8-17.
Nagata, N. (1999). The effectiveness of computer-assisted interactive glosses. Foreign Language Annals, 32 (4), 469-479.
Nation, I. S. P. (Ed.). (1999). Vocabulary lists, word, affixes and stems. Wellington: English Language Institute, Victoria University at Wellington.
National Standards in Foreign Language Education Project. (1996). National standards for foreign language learning: Preparing for the 21st century. Lawrence, KS: Allen Press.
Nesselhauf, N., & Tschichold, C. (2002). Collocations in CALL: An investigation of vocabulary-building software for EFL. Computer Assisted Language Learning, 15 (3), 251-279.
Nuevos Destinos [CD-ROM]. (2001). New York: WGBH Boston & McGraw-Hill.
Oliver, W. C., & Nelson, T. J. (1998). Un misterio en Toluca [CD-ROM]. Boston: Heinle & Heinle.
Paivio, A. (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.
Papagno, C., Valentine, T., & Baddeley, A. D. (1991). Phonological short-term memory and foreign-language vocabulary learning. Journal of Memory and Language, 30 (3), 331-347.
Payne, S., & Whitney, P. J. (2002). Developing L2 Oral proficiency through synchronous CMC: Output, working memory and interlanguage development. CALICO Journal, 20 (1), 7-32.
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989). Comprehensible output as an outcome of linguistic demands on the learner. Studies in Second Language Acquisition, 11 (1), 63-90.
Pica, T., Kanagy, R. & Falodun, J. (1993). Choosing and using communication tasks for second language instruction. In G. Crookes & S. Gass (Eds.), Tasks and language learning: Integrating theory and practice (Vol. 1, pp. 9-34). Clevedon, England: Multilingual Matters.
Pike, K. (1967). Language in relation to a unified theory of the structure of human behavior (2nd ed.). The Hague: Mouton.
Renjilian-Brugy, J., Chiquito, A. B., & Mraz, S. (2002). Caminos multimedia CD-ROM (2nd ed.). Boston: Houghton Mifflin. http://college.hmco.com/CollegeCatalog/CatalogController?cmd=Portal&subcmd=display&ProductID=2088
Romjin, E., Seely, C., Statan, L., Wachman, R., & Hanson-Smith, E. (2004). Live action Spanish interactive: TPR on a computer [CD-ROM]. Berkeley, CA: Command Performance Language Institute. http://www.cpli.net
Rosetta Stone: Spanish Latin America, Levels 1 & 2, 3 [beta version] [CD-ROM]. (2003a). Harrisonburg, VA: Fairfield Language Technologies.
Rosetta Stone: Language learning success. (2003b). Harrisonburg, VA: Fairfield Language Technologies.
Rumelhart, D. (1980). Schemata: The building blocks of cognition. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading (pp. 33-58). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rusch, D., Domínguez, M., & Caycedo Garner, L. (2003). Imágenes, E-SAM & electronic workbook (2nd ed.). Boston: Houghton Mifflin. http://boooks.quia.com
Salaberry, R., Barrett, C. M., Elliott, P., Fernández-García, M., Ardemagni, E., Narbona, J., & Viedma, P. (2004). Impresiones: Textbook and companion website. Englewood Cliffs, NJ: Prentice Hall. http://wps.prenhall.com/ml_salaberry_impresiones_1
Schank, R., & Abelson, R. (1977). Scripts, plans, goals and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Lawrence Erlbaum Associates.
Schmidt, R. (1992). Psychological mechanisms underlying second language fluency. Studies in Second Language Acquisition, 14 (3), 357-385.
Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.
Schmitt, N., & McCarthy, M. (1997). Glossary. In N. Schmitt & M. McCarthy (Eds.), Vocabulary: Description, acquisition and pedagogy (pp. 327-331). Cambridge: Cambridge University Press.
Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic human information processing I: Detection, search and attention. Psychological Review, 84 (1), 1-64.
Silva Corvalán, C. (2001). Sociolingüística y pragmática del español. Washington, DC: Georgetown University Press.
Smith, B. (2003). The use of communication strategies in computer-mediated communication. System, 31 (1), 29-53.
Smith, E. E., & Shen, C.-W. (1992). The effects of knowledge of results feedback of captioning on listening comprehension of English as a second language in interactive video systems. (ERIC Document Reproduction Service No. ED 34826)
Snellings, P., van Gelderen, A., & de Glopper, K. (2002). Lexical retrieval: An aspect of fluent second language production that can be enhanced. Language Learning, 52 (4), 723-754.
Spinelli, E. (n. d.). Encuentros en español: An educational mystery adventure [CD-ROM]. Austin, TX: Holt, Rinehart, and Winston, Inc. Harcourt Brace College Publisher.
Spinelli, E., & Siskin, H. J. (1992). Selecting, presenting and practicing vocabulary in a culturally authentic context. Foreign Language Annals, 25 (4), 305-315.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input and second language acquisition (pp. 235-253). Rowley, MA: Newbury House.
TeLL Me More Spanish [CD-ROM]. (2002). Phoenix, AZ: Auralog.
Terrell, T. (1986). Acquisition in the Natural Approach: The binding/access framework. The Modern Language Journal, 70 (3), 213-227.
Tudini, V. (2003). Using native speakers in chat. Language Learning & Technology, 7 (3), 141-159. Retrieved February 14, 2007, from http://llt.msu.edu/vol7num3/tudini
VanPatten, B. (1996). Input processing and grammar instruction in second language acquisition. Norwood, NJ: Ablex.
VanPatten, B., & Cadierno, T. (1993). Explicit instruction and input processing. Studies in Second Language Acquisition, 15 (2), 225-244.
VanPatten, B., Glass, W., Binkowski, D. D., Lee, J. F., Ballman, T. L., & Farley, A. P. (2004). ¿Sabías qué …? online manual, Vol. 1 (4th ed.). New York: McGrawHill. http://books.quia.com
VanPatten, B., & Leeser, M. J. (2006). Theoretical and research considerations underlying classroom practice: The fundamental role of input. In R. Salaberry & B. Lafford (Eds.), Spanish second language acquisition: From theory to practice (pp. 55-77). Washington, DC: Georgetown University Press.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Watanabe, Y. (1997). Input, intake, and retention: Effects of increased processing on incidental learning of foreign language vocabulary. Studies in Second Language Acquisition, 19 (3), 287-307.
Weinert, R. (1995). The role of formulaic language in second language acquisition: A review. Applied Linguistics, 16 (2), 180-205.
Wesche, M., & Paribakht, T. S. (2000). Reading-based exercises in second language vocabulary learning: An introspective study. The Modern Language Journal, 84 (2), 196-213.
Willis, J. (1996). A flexible framework for task-based learning. In J. Willis & D. Willis (Eds.), Challenge and change in language teaching (pp. 52-62). Oxford: Heinemann English Language Teaching.
Wingfield, A., Lahar, C. J., & Stine, E. A. L. (1989). Age and decision strategies in running memory for speech: Effects of prosody and linguistic structure. Journal of Gerontology, 44 (1), 106-113.
Wittrock, C. (1990). Generative process of comprehension. Education Psychologist, 2 (4), 345-376.
