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Chapter 2
indicated in Table 2.5. The features of vocabulary and syntax are not mutually exclusive, but they have arisen from different considerations and studies. Much more research is needed to refine these suggestions in the future. Although vocabulary and syntax are critical and central to language development, one would hope that further evolution of CALL pedagogy would be able to speak more definitively to the development of pragmatic knowledge Table 2.5 Task characteristics believed to induce acquisition of vocabulary and syntax Aspect of language
Critical task feature
Vocabulary Need
Syntax
Explanation The learner feels the need to know the word because he or she wants to understand the input or to be able to use the word in production of meaningful language. Need for knowledge of a particular word can also be imposed by a teacher, but this is not considered as positive for acquisition.
Search
The learner attempts to find the meaning of the word (e.g., in a dictionary or by asking someone).
Evaluation
The learner judges the extent to which the word is similar to another or appropriate in a context.
Knowledge of correct meaning
The mental effort expended in considering the word needs to result in a clear understanding of the meaning.
Opportunities for production and correction
The learner has opportunities for producing comprehensible output and correct its form.
Provision for feedback about success in comprehension and production Provision for clear formmeaning relationships
The learner has on-going knowledge of whether or not the interpretation of input is accurate.
Access to repetition in the input
The learner experiences the grammatical form in the input and/or production multiple times.
Time for planning for production
The learner is not under time pressure for immediate production.
Encouragement to draw on help for production
Help is available for production.
The learner obtains word or phrase level interpretation for the input that he or she can understand.
(Based on Chaudron 1983a; Laufer & Hulstijn 2001; Loschky 1994; Swain 1985; Watanabe 1997)