She sheds light on the uneasy relationship of Computer Assisted Language Learning (CALL) and Second Language Acquisition (SAL) processes and gives an account of the present state of the art and points towards the new and challenging directions of SAL.
Chapelle writes “The point of departure for this article is the dissimilarity between the theoretical landscape within view of language teaching professionals in 1991 and that of today”. (p.741)The pragmatic goal of computer-assisted language learning (CALL) developers and researchers to create and evaluate learning opportunities and a variety of theoretical approaches to second language acquisition (SLA) which have developed, are alternative beats of the same heart. The multiple theoretical perspectives grouped into four general approaches support this perspective as elucidated by Chapelle who writes:
“Cognitive linguistic (Universal Grammar, autonomous induction theory, and the concept-oriented approach); psycholinguistic (processibility theory, input processing theory, interactionist theory); human learning (associative-cognitive CREED, skill acquisition theory); and language in social context (sociocultural, language socialization, conversation analysis, systemic-functional, complexity theory)” ( p.741).
Technological advances and internet revolution and the resultant changes have necessitated modifications of communicative competitive theory and this has proffered a direct challenge to Second Language Acquisition (SLA).
This theory lays much emphasis on natural talents and process through which a student undergoes, than in instructed SLA. As per this theory, the learning process goes on without the student being actively conscious of it. The process is just like the elementary command on the mother-tongue exercised by a child even before going to school and that process of self-education goes within the perimeters of the household and immediate