Is SLA Interactionist Theory Relevant to CALL? A Study on the Effects of Computer-Mediated Interaction in L2 Vocabulary Acquisition

María J. de la Fuente

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Second Language Acquisition and Learning EFL/ESL Teaching and Learning English Language Learning and Teaching

Abstract

Interactionist, task-based research has recently examined the potential effects of negotiation of meaning on L2 vocabulary development, and the role of pushed output production within the negotiation process. Within the field of Computer-Mediated Communication (CMC) it is also considered that successful implementation of computer-based, interactive, communicative tasks, can yield numerous benefits for L2 learners. This study examined the differential effects of CM interactions and face-to-face interactions in the acquisition of L2 word meanings by learners of Spanish. Receptive and productive, oral and written measures were used to assess acquisition and retention of the target items. Analyses were performed on data obtained from both task participation and assessment performance. Current cognitive psychological knowledge on L2 vocabulary (Ellis, 1995) serves as framework to explain results.

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2005New skills for new classrooms: Training tutors to teach languages online 2012Task-based oral computer-mediated communication and L2 vocabulary acquisition 2019The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication 2011The effects of authentic audience on English as a second language (ESL) writers: a task-based, computer-mediated approach 2014The effects of communication mode on negotiation of meaning and its noticing 2009Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication 2008The other C in CMC: What alternative data sources can tell us about text-based synchronous computer mediated communication and language learning 2010EXAMINING THE LANGUAGE LEARNING POTENTIAL OF A TASK-BASED APPROACH TO SYNCHRONOUS COMPUTER-MEDIATED COMMUNICATION

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