Theoretical Perspectives in Second-Language Learning: An Introductory Overview of Constructivist Theories in Computer-Assisted Language Learning

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This paper examines the relationships between pedagogical frameworks and computer-assisted language learning (CALL) in Japanese universities. With current linguistic goals of improving student ESL proficiencies, the methodologies in place develop learners along a particular method of study but tend to leave out other aspects of second-language (L2) capability. Grant and Osanloo (2014) argued for the importance of having a distinct conceptual framework that seeks to optimize the learning objectives of certain pedagogical implementations. Through technology and CALL-based systems, students may have the opportunity to cultivate their language skills through comprehensive, immersive, and autonomous means. Such ideas have been supported by Krashen (1988), who seeks to develop linguistic proficiencies through “acquisition" rather than rote learning. This methodology helps to accentuate non-directive teaching (Rogers, 1961) by promoting self-reliant language study and development (Joyce, 2017). Teacher training and scaffolding may be necessary to ensure epistemological aligned with constructivist elements is performed to optimize the L2 efficacies.

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  • 科学/人間

    科学/人間 52 031-041, 2023-03

    関東学院大学理工学部建築・環境学部教養学会

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