caa a22 4500 388043431 CHVBK 20180307125029.0 cr unu---uuuuu 161130e199805 xx s 000 0 eng 10.1017/S0958344000004298 doi S0958344000004298 pii (NATIONALLICENCE)cambridge-10.1017/S0958344000004298 Levy Mike The University of Queensland Two conceptions of learning and their implications for CALL at the tertiary level [Elektronische Daten] [Mike Levy] Though it may not be expressed explicitly, any CALL design reflects a particular conception of teaching and learning. A broad division may be made between learning that focuses on the individual learner, and learning that emphasises social interaction. The first orientation is represented by the work of Piaget, whose conception of learning is individualistic, whereas Vygotsky is the prime example of a theoretician who has focused on social factors. The two perspectives imply widely differing classroom practices, research agendas and techniques. This paper will detail the theoretical underpinnings of the two approaches, and will explore their implications as they relate to research and practice in CALL, with a particular focus on the tertiary level. Copyright © European Association for Computer Assisted Language Learning 1998 ReCALL Cambridge University Press 10/1(1998-05), 86-94 0958-3440 10:1<86 1998 10 REC https://doi.org/10.1017/S0958344000004298 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0958344000004298 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Levy Mike The University of Queensland NATIONALLICENCE 773 0- ReCALL Cambridge University Press 10/1(1998-05), 86-94 0958-3440 10:1<86 1998 10 REC CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge