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Computer-assisted language learning toward the national and New York State standards for German
DISSERTATION

, State University of New York at Stony Brook, United States

State University of New York at Stony Brook . Awarded

Abstract

This work reviews selected classical and current theories and research on second language acquisition in an attempt to understand the mechanism of second language acquisition (SLA). Methodologies, approaches, and technologies, as well as their adaptability for utilization in accordance with the findings in current research are also discussed in Chapter One, in order to assist in the evaluation of courseware products demonstrated in Chapter Two. It is a necessary step in order to comment on their efficacy in leading L2 learners toward the goals of second language proficiency as described by the New York State and National Standards. In attempting to better evaluate courseware against these standards, the author has created three practical instruments which are included in Appendix C. They are: (a) the D-Scale, (b) the Function and Topic Evaluation Worksheet, and (c) the Lesson Plan Worksheet. The D-Scale is also used in Chapter Two in concert with written narrative evaluations of nine German language software products. The D-Scale provides a practical means to evaluate language learning software in view of a program's technical sophistication, ability level, Topics, Functions, and computer-learner interface. A template of D-Scale is provided for the review of products not evaluated in this work. The remaining two worksheets are also included as templates intended for duplication and use by language educators. In Chapter Three, the author includes models for courseware design, providing demonstrations of learning segments targeting both sets of standards, since current software lacks comprehensiveness in several regards. The methodologies and theories used to create the majority of learning material commonly promote six design features. These are: (a) multimedia; (b) student-centered and self-paced; (c) learner risk-taking activities; (d) communication using all four language skills; (e) authenticity through the use of realia, and (f) entertainment. The intent of the author (independent of the dissertation) is to create an entire storyboard for a self-paced, multimedia, interactive German language program which directly aims at supplying the L2 learner at ground zero with the ways and means to attain German language proficiency as described by the New York State and National Standards, and beyond.

Citation

D'Aquila, L.C. Computer-assisted language learning toward the national and New York State standards for German. Ph.D. thesis, State University of New York at Stony Brook. Retrieved March 21, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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