AUTONOMOUS TECHNOLOGYASSISTED LANGUAGE LEARNING

Autonomous Technology-Assisted Language Learning (ATALL) provides the means for language learners to improve their foreign language (FL) second language (L2) proficiency whether or not they are taking formal courses in the language they are learning. Thus ATALL can !e used !y students in con"unction with formal L2 study or !y learners who are not taking L2 classes. ATALL activities can !e used as an integrated component of formal L2 courses or for supplemental study (and perhaps e#tra credit) within L2 courses.

ATALL can !e used !y non-native L2 teachers who wish to improve their L2 skills and show their students how they can continue to develop their L2 proficiency outside of class. $Autonomous$ also implies that the tools are widely availa!le (such as via the %orld %ide %e!) at no or low cost (see Autonomy in Language Learning for resources a!out autonomy and language learning& for a comprehensive empirically-!ased theory of human autonomy see 'erceptual (ontrol Theory and the (ontrol )ystems *roup).

+t encompasses all forms of electronic and information technology that can !e used to facilitate L2 proficiency. This includes the o!vious tools of computer and +nternet technology. ,ut it also includes other forms of communication technology such as wired and wireless telephone television and radio (!roadcast satellite and ca!le) and the integration of older communication technologies with newer information technologies.

ATALL is !ased on the latest theory and research on second language ac-uisition ()LA) the psychology of learning and computer-assisted language learning ((ALL). .esearch and theory provides directions and implications for how technology can !est !e used to improve L2 proficiency in the areas of listening speaking reading and writing. 'rinciples derived from L2 research and theory are applied to the development of ATALL tools and activities.

REFERENCES:
,rown /. 0arvin 1 'almer Adrian ). (2344). The listening approach: Methods and materials for applying Krashen's Input Hypothesis. 5ew 6ork7 Longman. +),5 8-94238-:28-3. *ass ). (233:). Input, Interaction, and the Second Language Learner. Lawrence ;rl!aum7 <illsdale 5/. +),5-287 848942283:& +),5-2=7 3:4-8489422838.

%ong %. (2889). Input enhancement7 From theory to research in the classroom. ,oston7 0c*raw-<ill. http7>>en.wiki!ooks.org>wiki>Autonomous?Technology-Assisted?Languag .