When a teacher becomes aware of new developments in pedagogical theory or technology, the first reaction is frequently “Sounds great!”, and the second “but?” There is almost invariably conflict between the ideals stimulated by the linguistic theory, the pedagogical approach or the technological innovation, and the practical matters which must be taken into consideration for effective implementation of those ideals.
Brian McCarthy, 1992.
I want to share with you an interesting summary about CALL from a material that I prepare for a workshop in 2007 for English Teachers. I hope you can enjoy it.
Language teaching has not been out of the influence of computers. Nowadays, there are plenty of CD-ROMs and other sources for the English teacher to take advantage of. Computer first helped teachers as tools in the making-up of tests (word processor) and the keeping of grades (spread sheets and data bases). But teachers realized that technology was also helpful in learning processes. Thus CALL was born about thirty years ago.
Phases in CALL:
n Behaviouristic
n Communicative
n Integrative.
Behaviouristic CALL
n It consisted of repetitive language drills where the computer’s role was as a tutor (Taylor, 1980) which gave the students instructional material. This kind of CALL was supported by these
n It consisted of repetitive language drills where the computer’s role was as a tutor (Taylor, 1980) which gave the students instructional material. This kind of CALL was supported by these
Advantages:
n Repeated exposure to the same material is beneficial or even essential to learning.
n 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.
n 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.”
Communicative CALL:
n Focuses more on using forms rather than on the forms themselves;
n Teaches grammar implicitly rather than explicitly;
n Allows and encourages students to generate original utterances rather than just manipulate prefabricated language;
n Does not judge and evaluate everything the students do nor reward them with congratulatory messages, lights or bells;
n Avoids telling students they are wrong and is flexible to a variety of students responses;
n Uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and
n Will never try to do anything that a book can do just as well.
n These games and programs are not always designed by teachers, and not always these programs provide the teacher and/or the student with what they need. New trends in language teaching are generating a necessity of new software.
Integrative CALL
n Integrates the various aspects of the language learning process;
n Is truly interactive;
n Understands the user’s spoken input; and evaluates it not just for correctness but also for appropriateness;
n Diagnoses a student’s problems with pronunciation, syntax or usage and then intelligently decides among a range of options such as repeating, paraphrasing, slowing down, correcting, or directing the student to background explanations.
I did a research for getting this information from these sources:
Boris
