AN INFORMATION PROCESSING MODEL FOR COMPUTER-ASSISTED INSTRUCTION FOR FOREIGN LANGUAGE READING
DOI:
https://doi.org/10.1558/cj.v3i2.31-37Keywords:
CAI, Comprehension, Extension, Information Processing, Personalization, Reading Text Processing, French, German, Spanish, Woksape, University of MinnesotaAbstract
This article presents the rationale behind a model for the use of the computer in the development of reading comprehension. Basic assumptions concerning reading are delineated. The model is explained as having three basic components: intake (text processing and text comprehension), personalization, andextension. The operationalization of the model is also described.References
ACTFL provisional proficiency guidelines. Hastings-on-Hudson, NY: The American Council on the Teaching of ForeignLanguages, 1982. (A revision is to be published in Fall, 1985.)
Bernhardt, E. B. Toward an Information Processing Perspective in Foreign Language Reading. Modern Language Journal,1984, 68. 322-31.
Bialystok, E. A Theoretical Model of Second Language Learning. Language Learning. 1978, 28. 269-83.
Bloom, B. S., et al. Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay, 1956.
Brumfit, Christopher. Communicative Methodology in Language Teaching: The Role of Fluency and Accuracy. Cambridge:Cambridge University Press, 1984.
Carrell, P. L. Schema Theory and ESL Reading: Classroom Implications and Applications. Modern Language Journal, 1984,68. 332-43.
Carrell, P. L. Three Components of Background Knowledge in Reading Comprehension. Language Learning, 1983, 33. 183-207.
Childs, James. Language Proficiency Levels and the Typology of Texts. Unpublished paper, given at a pre-conferenceworkshop on language testing sponsored by the Georgetown University Language Roundtable on Languages andLinguistics, 1981.
Dulay, H., M. Burt. Remarks on Creativity in Language Acquisition. In M. Burt, H. Dulay, and M. Finnochiaro (Eds.)Viewpoints on English as a Second Language. New York: Regents, 1977, 95-126.
Gardner, R. C., P. C. Smythe, D. M. Kirby, and J. R. Bramwell. Second Language Acquisition: A Social PsychologicalApproach. Final Report. London, Ontario: Ontario Ministry of Education, Grant-in-aid to Education, 1974.
Higgs, T. V., and R. T. Clifford. The Push Toward Communication. In T. V. Higgs (Ed.) Curriculum, Competence, and theForeign Language Teacher. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook, 57-79.
Johnson, R. E. Recall of Prose as a Function of the Structural Importance of Linguistic Units. Journal of Verbal Learning andVerbal Behavior, 1970, 9. 12-20.
Krashen, S. D. Principles and Practice in Second Language Acquisition. New York: Pergamon Press, 1982.
Krashen, S. D. Second Language Acquisition and Second Language Learning. New York: Pergamon Press, 1981.
McLaughlin, Barry. The Monitor Model: Some Methodological Considerations. Language Learning, 1978, 28. 309-32.
Liskin-Gasparro, J. ETS Oral Proficiency Testing Manual. Princeton, NJ: Educational Testing Service, 1982.
Meyer, B. J. F. The Structure of Prose: Effects on Learning and Memory and Implications for Education Practice. In R. C.Anderson, R. J. Sir & W. E. Montague (Eds.). Schooling and the Acquisition of Knowledge. New York: 1977, 179-200.
Oller, J. W., and P. A. Richard-Amato. Methods That Work: A Smorgasbord of Ideas for Language Teachers. Rowley, MA:Newbury House, 1983.
Raschio, R., and D. L. Lange. A Discussion of the Attributes, Role, and Uses of CAI Materials in Foreign Languages.Journal of Computer-Based Instruction 11(1984): 22-27. (A published version of a paper given at the AmericanEducational Research Association Meeting, 28 April 1984.)
Samuels, S. J. Automaticity and Repeated Reading. In J. Osborn, P. T. Wilson, and R. C. Anderson (Eds.). ReadingEducation: Foundations for a Literate America. Lexington, MA: Lexington Books, 1985, 216-30.
Tennyson, R. D., D. L. Christensen, and S. I. Park. The Minnesota Adaptive Instructional System: An Intelligent CBISystem. Journal of Computer-Based Instruction, 1984, 11, 1-13.
van Dijk, T. A., and W. Kintsch. Strategies of Discourse Comprehension. New York: Academic Press, 1983.
