The design and development of interactive reading materials for second language learners in a multimedia environment based on cognitive and interactionist approaches

Abstract

This study aims to investigate the manner in which intermediate level learners of French interact with L2 texts in instructional and naturalistic settings and on the basis of findings from this research to design interactive reading materials for use in a Computer Assisted Language Learning environment which can provide a scaffold for second language reading based on cognitive and interactionist approaches. The research was carried out in the context of an Action Research project which entailed four phases; initiation, investigation, intervention and evaluation. The initiation was essentially an observation phase where the difficulties intermediate level students encounter reading authentic texts emerged as a significant issue in terms of both inadequate vocabulary thresholds and processing deficiencies and the consequent failure to create accurate micro-propositions at sentence level and macro-propositions at lext level. Observation of students in a CALL reading environment suggested that the level of engagement in the activity was a determining factor in sustaining motivation and creating the opportunity for deep processing of text. Observation of L2 readers working with a native speaker highlighted how students may look for assistance on individual items of vocabulary which the native speaker tended to pul back in context and explain in a manner which was elaborative and showed characteristics of foreigner discourse.