Computer Assisted Language Learning Interactive

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    Computer Assisted Language LearningJoshua Hernandez

    Informatica Educativa

    Computer Assisted Language Learning

    The achievement of communication successfully

    between different languages has been an importanttopic these last few decades. The use of technologyhas created an opportunity that many neverimagined for the learning of different importantlanguages. Language teachers have been takinginto account that the use of the Computer AssistedLanguage Learning network will grant an ease in learning different languages.

    Section 1.2 Historical Section

    Being developed in that last 30 years, CALL has been going through some

    modifications. It could be said that it has been through a three stage period. The firststage being behaviorist CALL, the second being communicative CALL and the lastone being integrative CALL. These methods were not the prevailing ones in theprocess of developing the program. But they did influence in different aspects. Thefirst phase, which is the behaviorist phase, centers itself around the idea of drill andpractice. This focuses on repetitive language drills. The people who would bestudying the language would be repeatedly exposed to the same material and sincethe use of computers was the way to learn, the computer was ideal for the repetitionof drills that people needed. Having the computer also gave the liberty for people togo at the pace that was good for them. There were different tutoring systems thatwere used in the behaviorist phase. One of these was called the PLATO system. Itwas one of the most sophisticated and it included vocabulary drills, brief grammarexplanations and drills, and translations tests at various intervals (Warschauer,

    1996). But this face wassoon rejected at thetheoretical level and at thepedagogical level and alsobecause there were newpossibilities with themicrocomputer technology.These phase led to what

    became known as thecommunicative phase. This program was developed in the 1970s and the 1980s. Thepeople involved with this second phase thought that the drill and practice idea limitedthe authentic communication, as Warschauer put it (1996). The focus of this phasewas to teach grammar clearly expressed and demonstrated. Its also helps to createan environment in which the language feels natural and easy to understand. Thesystem avoids telling the students if they are wrong and therefore it is very flexiblewith the answers that are given. In this second phase there were different modelsapplied, such as the skill practice, secondly the computer as a stimulus, and lastlycomputer as workhouse. The first model consisted in the student choosing,controlling and interacting with the material given. The next model focused on

    stimulating the discussion, writing and critical thinking of the student. Lastly, the thirdmodel central point was to empower the learner to use or understand the language

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    COMPUTER ASSISTED LANGUAGE LEARNING 2

    (Warschauer, 1996). The last phase that CALL has worked with is called integrativeCALL. This phase has used two very important recent technologies of the lastdecades. These are the internet and the multimedia computers. Both of thecomponents have been the dominating factors that have shaped CALL in these pastfew decades.

    Section 1.3 Advantages and Disadvantages

    As many programs in this world there are advantages anddisadvantages to CALL. It is important to note that thisprogram offers the possibility of self-accessing material thatwill improve different areas in the linguistic realm. This is ofgreat use for the autonomous person, but it also presents aproblem. Many teachers believe that the material seenthrough a computer should be presented by a trained teacher.The computer is just the tool used to present the new material.

    Another interesting advantage that CALL offers is thatteaching materials take a new role. For example therequirements of a certain project are adapted to the specificneeds of a student. This allows a more interactive setting. Theevolution of technology has spurred a change in the

    methodological level and the teaching procedures. But these changes put into riskwhat would be the fluency, interaction, culturebaggage and risks of the learning process of thestudents. Many argue that by using a computer to helppeople learn a language to communicate willultimately create an extinction of the student-centered

    setting. The question of what is the kind ofenvironment that is going to be created by means ofthe computer (Domingo, 2011) is at hand. But theprojects is still on its developing even though it isspreading quickly to many schools and homes. Thisfact does provide some backup to show that there arepeople who think that CALL is a valuable program.

    The development of CALL has had an arduous process since it began back inthe 1960s. Creating the idea that people can learn to communicate through such aprogram is of great advantage for those who want to face the world with the many

    different adventures it carries. Although it can present some disadvantages, theprogram opens the doors for many people who never thought of communicating withsomeone on the other side of the world.

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    COMPUTER ASSISTED LANGUAGE LEARNING 3

    References

    Domingo, N. (2011). Terra. Retrieved August 29, 2011, fromhttp://www.terra.es/personal/nostat/

    Warschauer, M. (1996). ICT for Langue Teachers. Retrieved August 28, 2011, fromhttp://www.ict4lt.org/en/warschauer.htm