An Introduction to Genre Theory

Daniel Chandler

The problem of definition

A number of perennial doubts plague genre theory. Are genres really 'out there' in the world, or are they merely the constructions of analysts? Is there a finite taxonomy of genres or are they in principle infinite? Are genres timeless Platonic essences or ephemeral, time-bound entities? Are genres culture-bound or transcultural?... Should genre analysis be descriptive or proscriptive? (Stam 2000, 14)

The word genre comes from the French (and originally Latin) word for 'kind' or 'class'. The term is widely used in rhetoric, literary theory, media theory, and more recently linguistics, to refer to a distinctive type of 'text'*. Robert Allen notes that 'for most of its 2,000 years,

Students' Preparedness and Training for CALL

Catherine M. Barrette
Wayne State University

Abstract:

Planning for the integration of computers in language classrooms is complex, requiring information from many sources, yet some basic information has been underrepresented in the professional literature. The state of students' computer literacy (CL) and their accompanying training needs, for example, are two aspects that are infrequently investigated. Some studies do discuss these issues, but few report the time allocated to training for computerized tasks or the gains made in CL. While research on the effectiveness of computers for language learning is growing, little of it indicates the practicality of this tool for teachers who need to train their students in CL before the computer can become a tool for them. However, it is exactly this type of practical information that complements effectiveness research for teachers who need to prepare appropriate tasks and determine whether they have the instructional time to offer training to students. The present study provides data on the CL of university-level Spanish students with respect to word processing, CD-ROMs, e-mail, and the World Wide Web. The training method used integrated technical training into activities focused on learning language and culture and resulted in gains in students' CL for a small investment of class time.

Error Diagnosis and Error Correction in CALL

TRUDE HEIFT
Simon Fraser University
MATHIAS SCHULZE
University of Waterloo

This special issue of the CALICO Journal concentrates on an important aspect of learner language—linguistic errors. Recently, issues like error description and classification as well as error correction and feedback have received increased attention in a number of academic disciplines, for example, second language acquisition theories and Corpus Linguistics. Recent conferences in CALL have also seen a number of papers which address these problems. This issue of the CALICO Journal aims to provide an overview of current relevant research. It contains nine articles that deal with a variety of questions focusing on one common theme: learner errors in CALL.

Computer vs. Workbook Instruction in Second Language Acquisition

Noriko Nagata
University of San Francisco

Abstract:
Many studies have failed to demonstrate the effectiveness of CALI (Computer Assisted Language Instruction) as compared to non-CALI instruction, and the pedagogical significance of CALI programs has been questioned. This study employs an intelligent CALI program, called Nihongo-CALI (Japanese Computer Assisted Language Instruction), which uses natural language processing to provide more sophisticated error analysis and feedback than conventional CALI programs. The study compares the effectiveness of Nihongo-CALI with non-CALI workbook instruction, in the form of self-study lessons.

Teaching First-Year Spanish On-Line

Danielle Cahill
Diane Catanzaro
Christopher Newport University

Abstract:
This article provides a framework and outline for teaching a foreign language course entirely on-line to college undergraduates. The course uses a distance learning approach that incorporates an electronic messaging system, multimedia, World Wide Web, and Internet assignments. Course structure, pedagogical issues, and one universitys experience with on-line courses

The Applied Linguist, School Reform, and Technology: Challenges and Opportunities for the Coming Decade

G. Richard Tucker
Carnegie Mellon University

Abstract:
In this presentation, I propose to describe briefly the rapidly changing demography of the U.S. school population and the implications of these changes for pedagogical practice(s). I will then summarize current research priorities for the language education profession that have recently been articulated by several professional associations and task forces. I will conclude by discussing some of the implications