THE COMPATIBILITY OF COMPUTER‐MEDIATED COMMUNICATION SOLUTIONS WITH BEGINNING LEVEL FOREIGN LANGUAGE CURRICULA

Abstract

This paper explores the compatibility of computer‐mediated communication (CMC) with two basic objectives of modern foreign language curricula: (1) that students should develop functional (i.e., real world) and pragmatic abilities; and (2) that instructional design and materials should be informed by what is known about the cognitive processes responsible for acquisition. The authors assert that CMC is indeed compatible with these goals, and in many ways CMC environments have greater potential than previous technologies. CMC solutions largely entail input‐oriented activities. The CMC environment is particularly compatible with the manner in which acquisition occurs in the early stage. The paper concludes with an outline of an introductory Spanish curriculum, created in conjunction with the Educational Management Group, whose instructional design is informed by these notions.