Hostname: page-component-74656f9884-npj9w Total loading time: 0 Render date: 2026-11-08T09:09:20.619Z Has data issue: false hasContentIssue false
  • English
  • Français

Evolutionary epistemology in language learning: possible implications for CALL

Published online by Cambridge University Press:  16 December 2008

Christine Maingard
Christine Maingard
Affiliation:
Southern Cross University, Lismore, Australia
Get access Rights & Permissions [Opens in a new window]

Abstract

Whereas improvements in CALL design are dependent on theories of language learning and acquisition, limitations to the former have arisen from widespread disagreements over the latter. This paper attempts to point towards a way forward using an evolutionary epistemological understanding of language learning, and some implications of such an approach for CALL. An evolutionary approach, involving trial and error elimination, requires a multi-dimensional learner-centred model that takes into account advancements in psychology, education and linguistics, areas that have often been ignored by CALL researchers and practitioners.

Information

Type
Selected Papers
Information
ReCALL , Volume 11 , Issue 1 , May 1999 , pp. 80 - 92
Copyright
Copyright © European Association for Computer Assisted Language Learning 1999

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Anderson, J. R. (1976) Language, Memory, and Thought, Hillsdale, New Jersey: Lawrence Erlbaum Associates.Google Scholar
Anderson, J. R. (1983) The Architecture of Cognition, Cambridge, Mass.: Harvard University Press.Google Scholar
Anderson, J. R. (1993) Rules of the Mind, Hillsdale, New Jersey: Lawrence Erlbaum Associates.Google Scholar
Australian Language and Literacy Council (1994) Speaking of Business: the Needs of Business and Industry for Language Skills, Canberra: Australian Government Publishing Service.Google Scholar
Bailin, A. (1995) “AI and language learning: Theory and evaluations”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), Intelligent Language Tutors: Theory Shaping Technology, Mahwah, New Jersey: Lawrence Erlbaum, 327–343.Google Scholar
Baldwin, J. M. (1910) Darwin and the Humanities, London: Allan and Unwin.CrossRefGoogle Scholar
Bausch, K., Christ, H., Hullen, W. & Krumm, H. (1989) Handbuch Fremdsprachenunterricht, Tübingen: Francke Verlag.Google Scholar
Benjafield, J. G. (1992) Cognition, Englewood Cliffs, New Jersey: Prentice Hall International.Google Scholar
Cairns-Smith, A. G. (1996) Evolving the Mind: On the Nature of Matter and the Origin of Consciousness, Cambridge: Cambridge University Press.Google Scholar
Callebaut, W. & Pinxten, R. (1987) Evolutionary Epistemology: A Multiparadigm Program with a Complete Epistemology Bibliography, Dordrecht: D. Reidel.CrossRefGoogle Scholar
Campbell, D. T. (1974) “Evolutionary epistemology”. In Schilpp, P. A (ed.), The Philosophy of Karl Popper, Illinois: Open Court, 413–463.Google Scholar
Changeux, J. P. (1985) Neuronal Man: The Biology of Mind, Princeton, New Jersey: Princeton University Press.Google Scholar
Changeux, J. P., Heidmann, T. & Patte, P. (1984) “Learning by selection”. In Marler, P. & Terrace, H. S. (eds.), The Biology of Learning, Berlin: Springer-Verlag, 115–133.CrossRefGoogle Scholar
Chappelle, C. (1997) “CALL in the year 2000: Still in search of research paradigms?”, Language Learning and Technology 1 (1), 19–43.Google Scholar
Collombet-Sankey, N. (1997) “Surfing the net to acquire communicative competence and cultural knowledge”. In Debski, R., Gassin, J. & Smith, M. (eds.) Language Learning Through Social Computing, Melbourne: ALAA & The Horwood Language Centre, 141–158.Google Scholar
Cziko, G. (1995) Without Miracles: Universal Selection Theory and the Second Darwinian Revolution, Cambridge, Mass.: MIT Press.Google Scholar
Cziko, G. A. (1992) “Purposeful behaviour as the control of perception: Implications for educational research”, Educational Researcher 21 (9), 10–18.Google Scholar
Debski, R. (1997a) “From individualisation to socialisation: An essay on CALL with reflections on Sherry Turkle's Life on the screen”. In Debski, R., Gassin, J. & Smith, M. (eds.) op. cit., 201–219.Google Scholar
Debski, R. (1997b) “Support of creativity and collaboration in the language classroom: a new role for technology”. In Debski, R., Gassin, J. & Smith, M. (eds.) op. cit., 39–65.Google Scholar
Douglas, S. A. (1995) “LingWorlds: An intelligent object-oriented environment for second language learning”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 201–220.Google Scholar
Driscoll, M. P. (1994) Psychology of Learning for Instruction, Boston, Massachusetts: Allyn and Bacon.Google Scholar
Edelman, G. (1992) Brilliant Air, Brilliant Fire: On the Matter of the Mind, London: Penguin.Google Scholar
Estes, W. K. (1984) “Human learning and memory”. In Marler, P. & Terrace, H. S. (eds.) The Biology of Learning, Berlin: Springer-Verlag, 617–628.CrossRefGoogle Scholar
Felshin, S. (1995) “The Athena language learning project NLS system: A multilingual system for conversation-based language learning”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 257–272.Google Scholar
Fredricksen, C. L., Donin, J. & Décary, M. (1995) “A discourse processing approach to computer-assisted language learning”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 99–120.Google Scholar
Garrett, N. (1998) “Where do research and practice meet? Developing a discipline, ReCALL 10 (1), 7–12.CrossRefGoogle Scholar
Hamburger, H. (1995) “Tutorial tools for language learning in a two-medium dialogue”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 183–199.Google Scholar
Hebb, D.O. (1949) The Organisation of Behaviour: A Neuropsychological Theory, New York: John Wiley.Google Scholar
Holland, V. M., Kaplan, J. D. & Sams, M. R. (1995) “Section IV: Introduction: Theoretical issues in language tutor design and assessment” In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 311–315.Google Scholar
Johnson, K. (1996) Language Teaching and Skill Learning, Oxford: Blackwell.Google Scholar
Johnson, M. & Gilmore, R. (1996) “Developmental cognitive neuroscience: A biological perspective on cognitive change”. In Gelman, R. & Au, T. K. (eds.), Perceptual and Cognitive Development, San Diego: Academic Press, 333–372.CrossRefGoogle Scholar
Kaplan, J. D. & Holland, M. V. (1995) “Application of learning principles to the design of a second language tutor”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 273–287.Google Scholar
Kirsner, K. (1994) “Second language vocabulary learning: The role of implicit processes”. In Ellis, N. C. (ed.), Implicit and Explicit Learning of Languages, London: Academic Press, 283–312.Google Scholar
Krashen, S. (1981) Second Language Acquisition and Second Language Learning, Oxford: Pergamon Press.Google Scholar
Krashen, S. D. (1985) The Input Hypothesis: Issues and Implications, Essex: Longman.Google Scholar
Krohn, W. & Kuppers, G. (1989) “Self-organisation: A new approach to evolutionary epistemology”. In Hahlweg, K. & Hooker, C. A. (eds), Issues in Evolutionary Epistemology, Albany: State University of New York Press, 151–170.Google Scholar
Leal, R. B. (1991) Widening our Horizons – Report of the Review of the Teaching of Modern Languages in Higher Education, Canberra: Australian Government Publishing Service.Google Scholar
Levy, M. (1997) Computer-Assisted Language Learning, Oxford: Clarendon Press.CrossRefGoogle Scholar
Levy, M. (1998). “Two conceptions of learning and their implications for CALL at the tertiary level”, ReCALL 10 (1), 86–94.CrossRefGoogle Scholar
Lieberman, P. (1984) The Biology and Evolution of Language, London: Harvard University Press.Google Scholar
MacWhinney, B. (1995) “Evaluating foreign language tutoring systems”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 317–326.Google Scholar
Maingard, C. (in preparation). Critical Success Factors in Technology-based Language Learning, Southern Cross University.Google Scholar
McLaughlin, B. & Heredia, R. (1996) “Information-processing approaches to research on second language acquisition and use”. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of Second Language Acquisition, San Diego: Academic Press, 213–228.Google Scholar
McLaughlin, B., Rossman, T. & McLeod, B. (1983) “Second language learning: An information-processing perspective”, Language Learning 33(2), 135–158.CrossRefGoogle Scholar
Murray, J. H. (1995) “Lessons learned from the Athena language learning project: Using natural language processing, graphics, speech processing, and interactive video for communication-based language learning”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 243–256.Google Scholar
Oppenheimer, T. (1997). “The computer delusion”, http://www.TheAtlantic.com/issues/97jul/computer.htm.Google Scholar
Oxford, R. L. (1995) “Linking theories of learning with intelligent computer-assisted language learning (ICALL)”. In Holland, V. M., Kaplan, J. D. & Sams, M. R. (eds.), op. cit., 359–369.Google Scholar
Patrikis, P. C. (1997) “The evolution of computer technology in foreign language teaching and learning”. In Debski, R., Gassin, J. & Smith, M. (eds.) op. cit., 159–178.Google Scholar
Pinker, S. (1997) How the Mind Works, London: Allen Lane/Penguin.Google Scholar
Plotkin, H. (1987) “Evolutionary epistemology and the synthesis of biological and social science”. In Callebaut, W. & Pinxten, R. (eds.), Evolutionary Epistemology: A Multiparadigm Program with a Complete Epistemology Bibliography, Dordrecht: D Reidel, 75–96.CrossRefGoogle Scholar
Plotkin, H. (1994a) Darwin Machines and the Nature of Knowledge, London: Penguin Books.Google Scholar
Plotkin, H. (1994b) The Nature of Knowledge: Concerning Adaptations, Instinct and the Evolution of Intelligence, London: Allen Lane, The Penguin Press.Google Scholar
Plotkin, H. (1997) Evolution in Mind: An Introduction to Evolutionary Psychology, London: Allen Lane, The Penguin Press.Google Scholar
Popper, K. (1974) “Replies to my critics”. In Schilpp, P. A. (ed.), op. cit., 1057–1197.Google Scholar
Powers, W. T. (1973) Behaviour: The Control of Perception, Chicago: Aldine.Google Scholar
Rose, S. (1992) The Making of Memory, Toronto: Bantam.Google Scholar
Seliger, H. W. & Shohamy, E. (1989) Second Language Research Methods, Oxford: Oxford University Press.Google Scholar
Shneiderman, B. (1997) “Foreword”. In Debski, R., assin, J. & Smith, M. (eds.) op. cit., v–viii.Google Scholar
Sperber, D. (1994) “The modularity of thought and the epidemiology of representations”. In Hirschfeld, L. A. & Gelman, S. A. (eds.), Mapping the Mind: Domain Specificity in Cognition and Culture, Cambridge: Cambridge University Press, 39–67.CrossRefGoogle Scholar
Squire, L. R. (1984) “The neuropsychology of memory”. In Marler, P. & Terrace, H. S. (eds.), op. cit., 667–685.Google Scholar