The compatibility of computer-mediated communication solutions with beginning level foreign language curricula

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Abstract

This paper explores the compatibility of computer-mediated communication (CMC) with two basic objectives of modern foreign language curricula: (1) that students should develop functional (i.e., real world) and pragmatic abilities; and (2) that instructional design and materials should be informed by what is known about the cognitive processes responsible for acquisition. The authors assert that CMC is indeed compatible with these goals, and in many ways CMC environments have greater potential than previous technologies. CMC solutions largely entail input-oriented activities. The CMC environment is particularly compatible with the manner in which acquisition occurs in the early stage. The paper concludes with an outline of an introductory Spanish curriculum, created in conjunction with the Educational Management Group, whose instructional design is informed by these notions.

Original languageEnglish (US)
Pages (from-to)411-425
Number of pages15
JournalInternational Journal of Phytoremediation
Volume21
Issue number1
DOIs
StatePublished - Jan 1 1997

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curriculum
communication (human)
Curricula
animal communication
communication
Communication
cognition
students
student
Students

ASJC Scopus subject areas

  • Environmental Chemistry
  • Pollution
  • Plant Science

Cite this

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