Oral Interaction Around Computers in the Project-Oriented CALL Classroom

Abstract

Language teachers need to provide students with a context for genuine communication (Sullivan, 2000). Project-oriented computer-assisted learning (PrOCALL) attempts to achieve this by orienting learners towards tasks, which encourages them to communicate in the target while working towards completion of a project (Debski, 2000). The study investigates the oral that takes place in this context. According to Vygotsky, social mediates cognitive development. Swain's (2000) application of this concept to learning suggests that collaborative dialogues mirror the moments of development. Using this framework, the present study identifies language related episodes (Swain & Lapkin, 1998) and describes the characteristics of the oral generated by two small groups of French learners working towards the completion of Web pages in a major Australian university. The study also describes instances of triadic interaction (van Lier, 2002) involving learners' interactions with each other and with the computer screen. In sum, the analysis suggests that the PrOCALL context can provide students with opportunities for collaborative dialogues, through which learning occurs. However, the social context of these interactions is mediated by personal relationships, preferences, and motivations.