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Second Language Instructors and CALL: A Multidisciplinary Research Framework

机译：第二语言讲师和CALL：多学科研究框架

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The increasing importance of computer assisted language learning (CALL) in second language (L2) classes has added a new dimension to L2 research, and it has challenged scholars to find valid research methods and theoretical frameworks that can be applied in the analysis of the linguistic and social aspects of the interaction among students and instructors in CALL. Even though researchers have proposed frameworks based on theories of discourse analysis for the investigation of student-computer interaction (Chapelle, 1990), instructors have been mostly disregarded. In order to fully understand the impact of CALL on L2 learning, it is important to investigate teachers' interpretive and theoretical frameworks, and the institutional and pedagogical factors that might contribute to promote or hinder their implementation of CALL. This article proposes a multidisciplinary research framework - integrating three theories from cultural psychology, linguistics, and sociology - that allows researchers to address these issues. In addition, Markee's (1997) model for analysis of curricular innovation is incorporated as a component to determine if the use of CALL in L2 classes truly constitutes a curricular innovation and the role that instructors may play in this outcome. A concrete example of an existing study based on the framework is also presented.
机译：计算机辅助语言学习（CALL）在第二语言（L2）课程中的重要性日益提高，这为第二语言研究增加了新的维度，并挑战了学者们寻找可用于语言分析的有效研究方法和理论框架。和CALL中的学生和讲师互动的社会方面。尽管研究人员已经提出了基于话语分析理论的框架来研究学生与计算机之间的互动（Chapelle，1990），但大多数情况下都忽略了教师。为了充分理解CALL对第二语言学习的影响，重要的是要研究教师的解释和理论框架，以及可能有助于促进或阻碍他们实施CALL的制度和教学因素。本文提出了一个多学科的研究框架-整合了文化心理学，语言学和社会学的三种理论-使研究人员能够解决这些问题。此外，Markee（1997）的课程创新分析模型也被纳入其中，以确定在第二级课程中使用CALL是否真正构成了课程创新以及教师在此结果中可能发挥的作用。还给出了基于该框架的现有研究的具体示例。

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