C OMPUTER A SSISTEDAIDED L ANGUAGE L EARNING

C OMPUTER A SSISTED/AIDED L ANGUAGE L EARNING ( CALL )

● The search for and study of applications of the computer in language teaching and learning. (Levy) ● any process in which a learner uses a computer and as a result, improves his or her language.

● The use of computer to help learn languages. ● A research field which explores the use of computational methods and techniques as well as new media for language learning and teaching.

● How old is CALL? About 40 years. ● What kind of field of study is it? Interdisciplinary. ● What gave birth to CALL? Invention of computer.

CRITICISM The proliferation of computers will on day dispense us with teachers. CALL’s advantage over traditional teaching/learning methods has been questioned, because its performance is difficult by the lack of resources. C AMERON’S REPLY:

Computer is here to stay and its use both inside and outside the classroom will increase. Computers are not replacement for teachers, but helpful accessories to teaching, facilitative instruments for distance language learning and providers of a great wealth of cultural material which can provoke learning.

W IDE S COPE OF CALL

H ISTORYOF CALL Warschauer divides the history of CALL into three stages: 1 - Behaviorist CALL 2 - Communicative CALL 3 - Integrative CALL

B EHAVIORIST CALL -Conceived in 1950 s - Implemented in the 60 s and 70 s - Informed by behaviorist learning model stimulus – response – reinforcement + skill & drill exercises - Computer as tutor ; helps the language learner as an instrument for delivering instructional materials to the students.

- Repetitive language drills (drill and practice) ● necessity of repeated exposure to the same material ● indefatigability of computer ● immediate non-judgmental feedback ● ability of computer to present instructional material on an individualized basis

Weakening point of behavioristic CALL : late 1970 s and early 1980 s Because of : 1 - behavioristic approaches to language learning were ignored both at theoretical and pedagogical levels. 2 - The introduction of the microcomputer allowed a whole new range of possibilities, so the stage was set for a new phase.

C OMMUNICATIVE CALL - Late 70 s and early 80 s, coincident with the end of previous phase. -Focusing more on using the forms than on the forms themselves. -Implicit grammar teaching - Allow and encourage students to generate original utterances rather than just manipulate prefabricated language and use the target language with mastery.

Authentic communication is important. The computer remains the knower-of-the-right-answer and tutor, but the process of finding the right answer involves a fair amount of student choice, control, and interaction.

I NTEGRATIVECALL - Late 80 s and early 90 s -Critics still consider disconnected fashion computers ad hoc and Warschauer defines integrative CALL as : “a perspective which seeks both to integrate various skills and also integrate technology more fully into the language learning process.

Despite all the hesitations and doubts, CALL is a necessary part of L 2 classrooms. Advantages of the CALL according to Ariew and Frommer: Interaction Immediate feedback Error analysis Self-correction Reinforcement

Warschauer brings up 3 typologies of CALL program: program a. Computer as a tutor b. Computer as stimulus c. Computer as a tool

Computer as a tutor: Grammar : drills on a single topic/variety of topics, games, tests of readiness, comprehensive multimedia packages. Listening : multimedia programs for children, general public, etc. Pronunciation: record and playback your own voice Reading: reading programs for ESL learners, for children, games.

Text reconstruction: putting texts together, managing letters, words, sentences, etc. Usually cheap. Vocabulary : drill and practice programs, e. g. synonyms. Games. Writing: mostly “computer as a tool “ software. Comprehensive tutorial programs: planned to teach ESL students a variety of skills.

C OMPUTERAS STIMULUS Software not as a tutorial in itself, but as an instrument to generate : Analysis Critical thinking Discussion Writing

C OMPUTERAS A TOOL Word processing: e. g. Microsoft Word® Grammar checkers: designed for native speakers, confusing and not recommended to ESL/EFL learners Concordancers: search through huge files of texts (corpora; plural of corpus) in order to find all the uses of a particular word or collocation. Confusing for beginners, but useful for advanced levels.

Collaborative writing: help students to work on their writing collaboratively on computers linked in a local area network. Reference: numerous encyclopedias and dictionaries on CD or DVD and online version. Internet: World Wide Web (W. W. W) – Email Authoring: enable teachers to insert new texts or dress up the activities.

From To Traditional Passive Discovery Exploration Excitement CALL Enhancing learner’s critical thinking, problem solving, communication skills.

CALI: Computer-Assisted Language Instruction more teaching oriented CALL: Computer-Assisted Language Learning CBLT: Computer-Based Language Training definable, measurable objectives CELL: Computer-Enhanced Language Learning ; computer makes learning better

Outside the language teaching IT: IT Information Technology ICT: ICT Information and Communication Technologies IT or ICT for LT NBLT: Network-Based Language Teaching TALL: Technology-Assisted Language Learning TELL: Technology-Enhanced Language Learning : more than just computers

Th a n k Y o u Z EYNAB S ALMANI 1392. 7. 10