ABSTRACT
This chapter explains the field of intelligent computer-assisted language learning (ICALL) is still young, and though the various authors in this volume may disagree as to the priorities to be set, we share enthusiasm for its potential. However, beyond the potential of ICALL itself, there are still many extremely complex issues about its integration into the academic reality of language teaching and the theoretical framework of second language acquisition. In terms of the connection between ICALL and language teaching, it must be noted that language teachers have for the most part been little involved in the development of the systems presented in this volume. Although this is regrettable, it is understandable, because foreign languages is a problematic field that for complicated historical, political, and theoretical reasons has not till now been very open to innovation in the teaching of language itself.
