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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
(STRUCTURAL CALL, RESTRICTED 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
(STRUCTURAL CALL, RESTRICTED 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
(STRUCTURAL CALL, RESTRICTED 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