Chapter 5 Call dimensions

theoretical framework or model

Neuman(2003) provided a neat summary of the value of theory in a little more detail:

Theory frames how we look at and think about a topic. It gives us concepts,
provides basic assumptions, dorects us to the important questions, and suggests ways for us to make sense of data. Theory enables us to connect a single study to immense base of knowledge to which other researchers contribute. To use an analogy, theory helps a researcher see the forest instead of just a single tree. Theory increases a researcher's awareness of interconnections and of the broader significance of data.

Cognitive theory places a very strong focus on the learning processes of the individual, whereas sociocultural theory brings the social aspects of language learning much more into the foreground.

The Interaction Account of SLA
The origin of the interaction account (IA) of SLA lies in the work of Krashen who, in the late 1970s, proposed a theoretical model of second- language learning (Krashen, 1977; see also Krashen, 1985). The model- the well-known monitor model- consisted of a set of five hypothesis:
the acquisition-learning hypothesis, the monitor hypothesis, the natural order hypothesis, the input hypothesis, and the affective filter hypothesis.

It was recognized that input alone was not sufficient for language acquisition( contrary to the assertions of the input hypothesis), and the interaction and learner output were necessary as well 9Long, 1966). Long advanced the argument with his presentation of the interaction hypothesis (later refomulated in 1996(, and Swain developed it further in her comprehensible output hypothesis (e.g., Long, 1983, 1996; Swain, 1985; Swain & Lapkin, 1995).

The interaction account emphasizes the role of face-to-face interaction in second-language development (Long, 1996). Central to this process is the negotiation of meaning, in which the learner and interlocutor(s) engage in an ongoing process of interactional adjustments (Pica, 1991). These adjustments serve to highlight particular linguistic and nonlinguistic features in the discourse that render the input comprehensible. This input can then be converted by the learner to intake, which is the basis for the development of proficiency in the second language.The ongoing negotiation of meaning additionally requires productive output on the part of the learner, which also contributes to development (Swain & Lapkin, 1995).

The interaction account has been particularly well used as a theoretical base in CMC-base CALL (De la Fuente, 2003; Gonzalez-Lloret, 2003; Hampel, 2003; Stockwell & Harrington, 2003).
E-mail and chat are especially common CALL applications where the IA, or aspect of it, is regarded as having high relevance and value (see Aitsiselmi, 1999; Fernandez-Garcia & Martinea-Arbelaiz, 2002; Lee, 2001).

Sociocultural Theory
Vygotsky (1896-1934) believed that learning resulted from social interaction rather than through isolated individual effort, and that engagement with others was a critical factor in the process (Vygosky, 1978). In his view, learning was at first social (intermental), and only later individual ( intramental).
Vygotsky paid special attention to the role that language plays in cognitive development and in mediating the learning process. Acquiring a language enables the learner to think in new ways by providing a cognitive tool for making sense of the world.
The role of the teacher
Within the Vygotskian view, the teacher is critical.
The teacher is regarded as an active, communicative participant in the learning process. The teacher acts as a support to help the student until the time comes when he or she is able to operate indepently. As Bruner (1985) put it, the tutor functions as "a vicarious form of consciousness." In this regard, Vygotsky introduced the well-known theory of the Zone of Proximal Development (ZPD) which posited that learners benefit more from tasks that are just beyond their invidual capabilities.

Finally, another key term in the Vygotskian framework is the concept of microgenesis, which refers to the local, contextualized learning process that begins with children and continues with adults as new concepts continue to be acquired through social/ interactional means.

Activity Theory (AT)
Activity theory provides a rationale for this idea by describing how, in an activity system, a subject a9 the invidual) uses a tool (CMC)to pursue an object( a shared purpose).
By describing these activities as perceived by learners, using the terms and framework of AT (e.g., actions, operations, objects, tools, etc.), Blin was able to represent and describe the relationship between CALLand learner autonomy.

Constructivism
Dalgarno(2001) provided a useful interpretation of these ideas in his paper called "Interpretations of Constructivism and Consequences for Computer Assisted Learning." He defined the constructivist view of learning in terms of three broad principles:
-Each person forms their own representation of knowledge.
-People learn through active exploration.
-Learning occurs within a social context, and interaction between learners and their peers is a necessary part of the learning process.
Reference
Mike Levy & Glenn Stockwell. CALLDimensions: Options and Issues in Computer-Assisted Language Learning- Chapter 5 Theory. ESL&Applied Linguistics Professional Series.