call, technology. language learning

7/29/2019 CALL, technology. language learning

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LESSON (1) PART(2)TECHNOLOGYAND LANGUAGE LEARNING

Computer-AssistedLanguage Learning (CALL)


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WHATIS CALL?

CALL stands for "Computer Assisted Language

Learning".

It is defined as "the search for and study

of the application of the computer in

language teaching and learning"


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BEGINNINGOF CALL

The idea of using the computer in teaching

language dates back to the 1950s.

However, the first real application of the

computer in teaching language was in the 1960s

and 1970s.


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CALL , CALI & TELL

The term CALI (Computer-assisted language

instruction) was in use before CALL since the

1950s.

CALI fell out of favour among language teachers

as it appeared to imply a teacher-centred

approach (instructional), whereas language

teachers are more inclined to prefer a student-

centred approach, focusing on learning rather

than instruction.


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CALL , CALI & TELL

In the 1980s, the communicative approach to

language teaching changed the focus from

teaching and instruction into learning.

The whole process changed into CALL (Computer

Assisted Language Learning) as it provided a

highly interactive and communicative support for

the four skills and the use of multimedia, CD-

ROMs and the internet.


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CALL , CALI & TELL

In the 2000s different types of technology were

presented besides computers and the Post-

communicative approaches to teaching and

learning effected the advance ofTELL

(Technology Enhanced Language Learning).


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NATUREOF CALL

of CALL is essentially a tool that helps teachers

to facilitate the language learning process.

It can be used to reinforce what has been

already been learned in the classroom or as a

remedial tool to help learners who require

additional support.

The design of CALL materials generally takes

into consideration principles of language

pedagogy and methodology, which may bederived from different learning theories (e.g.

behaviourist, cognitive, constructivist) and

second language learning theories.


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GENERAL HISTORYOF TECHNOLOGYIN

LANGUAGELEARNING

CALL dates back to the 1960s, when it was first

introduced on university mainframe computers.

The PLATO project, initiated at the University of

Illinois in 1960, is an important landmark in the

early development of CALL (Marty 1981).


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GENERAL HISTORYOF TECHNOLOGYIN

LANGUAGELEARNING

The advent of the microcomputer in the late

1970s brought computing within the range of a

wider audience, resulting in a boom in the

development of CALL programs and a flurry of

publications of books on CALL in the early 1980s.


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THREE PHASESOF CALL

The history of Call is usually divided into three

phases:

Behavioristic CALL

Structural CALLRestricted CALL

Communicative CALLOpen CALL

Integrative CALL Integrated CALL


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BEHAVIORISTIC CALL

(STRUCTURAL CALL, RESTRICTED CALL)

The first phase of CALL

It was conceived in the 1950s and implemented

in the 1970s and 1980s,

It was based on the then-dominant behavioristtheoriesoflearning.

Programs of this phase entailed repetitive

languagedrills.

Drill and practice courseware is based on themodel ofcomputerastutor. In other words the

computer serves as a vehicle for delivering

instructional materials to the student.


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BEHAVIORISTIC CALL


The rationale behind drill and practice is briefly

put as follows:

Repeated exposure to the same material is beneficial

or even essential to learning

A computer is ideal for carrying out repeated drills,since the machine does not get bored with presenting

the same material and since it can provide immediate

non-judgmental feedback

A computer can present such material on an

individualized basis, allowing students to proceed at

their own pace and freeing up class time for other

activities


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BEHAVIORISTIC CALL


Based on these notions, a number of CALL

tutoring systems were developed for the

mainframe computers which were used at that

time.

One of the most sophisticated of these was the

PLATO system, which ran on its own special

PLATO hardware, including central computers

and terminals.

The PLATO system included vocabulary drills,brief grammar explanations and drills, and

translations tests at various intervals.


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BEHAVIORISTIC CALL


In the late 1970s and early 1980s, behavioristic

CALL was undermined by two important factors.

First, behavioristic approaches to language learning

had been rejected at both the theoretical and the

pedagogical level. Secondly, the introduction of the microcomputer

allowed a whole new range of possibilities. The stage

was set for a new phase of CALL.


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COMMUNICATIVE CALL (OPEN CALL)

The second phase, Communicative CALL, isbased on the communicative approach thatbecame prominent in the late 1980s and 1990s.

In the communicative approach the focus is on

using the language rather than analysis of thelanguage, and grammar is taught implicitlyrather than explicitly. It also allows fororiginality and flexibility in student output oflanguage.

The communicative approach coincided with thearrival of the PC, which made computing muchmore widely available and resulted in a boom inthe development of software for languagelearning.


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COMMUNICATIVE CALL (OPEN CALL)

The first CALL software in this phase continued toprovide skill practice but not in a drill format, forexample: paced reading, text reconstruction andlanguage games, but the computer remained thetutor.

In this phase computers provided context for studentsto use the language, such as asking for directions to aplace, and programs not designed for languagelearning such as Sim City, Sleuth and Where in theWorld is Carmen Sandiego? were used for language

learning. Criticisms of this approach include using the

computer in an ad hoc and disconnected manner formore marginal aims rather than the central aims oflanguage teaching.
http://en.wikipedia.org/wiki/Sim_Cityhttp://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Where_in_the_World_is_Carmen_Sandiego?http://en.wikipedia.org/wiki/Sim_Cityhttp://en.wikipedia.org/wiki/Sim_Cityhttp://en.wikipedia.org/wiki/Sim_City


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INTEGRATIVE CALL (INTEGRATED

CALL)

The third phase of CALL, Integrative CALL, startingfrom the 2000s, tried to address criticisms of thecommunicative approach by integrating the teachingof language skills into tasks or projects to providedirection and coherence.

It also coincided with the development of multimediatechnology (providing text, graphics, sound andanimation) as well as Computer-mediatedcommunication (CMC).

CALL in this period saw a definitive shift of the use ofthe computer for drill and tutorial purposes (thecomputer as a finite, authoritative base for a specifictask) to a medium for extending education beyond theclassroom.


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INTEGRATIVE CALL (INTEGRATED

CALL)

Multimedia CALL started with interactive laser

videodiscs such as Montevidisco (Schneider &

Bennion 1984) andA la rencontre de

Philippe (Fuerstenberg 1993), both of which were

simulations of situations where the learnerplayed a key role.

These programs later were transferred to CD-

ROMs, and new role-playing games (RPGs) such

as Who is Oscar Lake? made their appearance ina range of different languages.
http://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-playing_gameshttp://en.wikipedia.org/wiki/Role-playing_games

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