Cognitive Principles and CALL Grammar Instruction: A Mind-Centered, Input Approach

Abstract

Cognitive learning theories increasingly inform the creation and design of Computer Assisted Language Learning (CALL) materials. Recent discussions have explored the potential benefits of underscoring CALL materials with socio-cognitive learning theories such as situated cognition (Salaberry 1996; Renié & Chanier, 1995). However, Reynolds, Sinatra, and Jetton (1996) remind educators that there are principally two types of learning theories, both of which enjoy empirical verification: experience-centered theories, like situated cognition, and mind-centered ones, such as those theories that recognize the importance of providing learners with comprehensible input (e.g., Krashen, 1982). Even if Krashen's theory of comprehensible input is empirically untenable, it is important to keep in mind that no documented cases of successful foreign language acquisition exist without exposure to some sort of comprehensible input (Long, 1990). Thus, CALL materials designers and educators should continue to explore mind-centered theories. Drawing on the latest advances in our understanding of the interaction between internal cognitive processes and foreign language learning--specifically, VanPatten's (1993) Processing Instruction framework--this author outlines principles with which CALL educators can design effective input-oriented tasks targeting grammar instruction. The article concludes with the presentation of a prototype CALL application implementing these principles.