Call Methodology
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Call Methodology

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TSL 641

TSL 641

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Call Methodology Call Methodology Presentation Transcript

  • CALL METHODOLOGY TSL 641
  • CALL METHODOLOGY Interplay between human and technology Human end is most important
  • SUCCESS OR FAILURE OF CALL LESSON
    • Depends on:
    • The choice a developer makes in how to present language and practice activities
    • The way the teacher utilizes the program
    • The way the students interact with the program
  • FOUR FIGURES / ROLES IN IMPLEMENTING CALL The Learner The Developer The Evaluator The Classroom Teacher
  • The Respective Roles - Learner
    • The end user
    • The person who is supposed to benefit from the product
  • The Respective Roles - Developer Will aid the teacher and learner in fulfilling broadly and narrowly defined learning objectives
  • The Respective Roles - Evaluator
    • Analyzes software,
    • Describes its operation,
    • Passes professional judgment on the quality of the pedagogy and language materials,
    • Determines what types of learners and teachers the software might fit (evaluation is done through published software reviews, in-house evaluation, etc.)
  • The Respective Roles - Teacher Interprets the results of the evaluation for a particular teaching situation
  • Methodological Framework When developing a CALL courseware or website you need to have a methodological framework
  • Methodological Framework – 3 Components Development Module Evaluation Module Implementation Module
    • Development and evaluation precedes implementation
    • • Evaluation can inform development and implementation can inform both development + evaluation
  • Development Module
    • Three interacting components:
      • Approach
      • Design
      • Procedure
    • Approach
      • Theories of language learning / structure
    • Design
      • The goals and objectives of the syllabus and the roles of the teacher, learner, and materials consistent with the approach
    • Procedure
      • Types of exercises, techniques or classroom activities consistent with the approach and design
  • Evaluation Module
    • Incorporates
      • Teacher fit
      • Learner fit
      • Operational description
  • Evaluation Module
    • Leaner fit
      • Does the presentational scheme fit the students' learning style?
      • Are the program focus (language area) and learner focus (skill area) appropriate for the learners' needs as determined by the syllabus?
      • Is the language difficulty at the right level given the learners' proficiency?
      • Ss the feedback understandable and useful to the students?
  • Evaluation Module
    • Teacher fit
      • The considerations of the language teaching approach and computer delivery system can be used to judge the degree to which a piece of software fits within the teacher's conception of how languages are successfully learned .
  • Implementation Module
    • The actual use of the software
  • Implementation Module
    • The elements are:
      • Accessibility
      • Number of computers, availability, setting
      • Preparatory activities
        • training or tutorial module on how to use the program
        • content preparation
          • reviewing grammar rules, discussing the predicted content of a reading passage, etc.
      • Learner use
      • Follow-up activities (i.e. in-class quiz, discussing the content)
      • Teacher control (control decisions are governed by the teacher's assumptions about the nature of language learning, the course requirements (syllabus), the teacher's perception of the students)