期刊名称：The Reading Matrix: an international online journal
印刷版ISSN：1533-242X
出版年度：2006
卷号：6
期号：3
出版社：Reading Matrix, Inc.
摘要：Second language (L2) pedagogical practices and computer-assisted language learning (CALL)
should be connected to relevant theory and empirical research (Brantmeier, 2003; Chapelle,
2001; Cubillos, 1998; Doughty, 1987). In a study conducted while teaching a graduate seminar
on the integration of technology into language instruction, Brantmeier (2003) reported that
instructors who are informed about theories and research concerning CALL embrace the
challenge of using new technologies to support curriculum-rich activities. On the other hand, the
author also found that informed L2 instructors proceed with caution when integrating
technology-based activities in the L2 curriculum mainly because of the time commitment, the
rate of technological change, and technical/system difficulties. The present article reports on two
different CALL projects created for Spanish classes that consider the above assertions. The
projects were driven by relevant theory and research in Applied Linguistics and Second
Language Acquisition (SLA), and they attempt to serve as templates for designing future CALL
materials.
