Recent second language instruction computer software focuses almost exclusively on the structures and forms of language, and on programed learning instead of developing communicative skills. Until artificial intelligence changes these old behavioristic principles, computer-assisted language instruction can only play a minor role in language…

Outlines an approach to vocabulary selection for computer-assisted language instruction that presents target language lexical items not as individual entities but as elements in a variety of semantic, morphological, morphosemantic, pragmatic, and interlinguistic relationships. (Author/MSE)

A microcomputer program providing extensive and constantly changing practice with 35 irregular French verbs in 6 tenses is described. The program's objectives are to establish lateral associations between tense forms, provide continuous opportunity for recall, and shorten correct response time. (Author/MSE)

Explores how computers and cooperative language learning have dovetailed over the last 15 years, resulting in a phenomenon that may be called cooperative computer-assisted language learning (CCALL). Within the context of computer use, implications of the cooperative learning model are examined for three groups: language learners; courseware…

Reflects critically on pedagogical issues in the production of computer-assisted language learning (CALL) courseware and ways CALL has affected the practice of language learning. Concludes that if CALL is to reach full potential, it must be more than a simple medium of information; it should provide a teaching/learning process, with the real…

A survey of 173 Canadian modern language departments concerning the extent of computer use for teaching, the kinds of hardware and software used, and instructor and student satisfaction with computer-assisted language instruction is reported. Canadian-developed authoring systems are also discussed. A table of CALL CALL courseware and the…

Describes how beginning language learners generated electronic mail in a foreign language, Spanish, and what the resulting texts looked like. The study uncovered different, contrastive writing behaviors and a diversity of texts and suggests that communicative activities in the language classroom pose dilemmas for students. (39 references)…

The use of technology in the language classroom is chronicled from early phonograph use through the emergence of the language laboratory, and computer technology. The role of appropriate materials and the importance of interaction and communication, even with technological aids, are stressed. (21 references) (Author/MSE)