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  1. 1. CALL - <ul><li>Computer assisted language </li></ul><ul><li>learning </li></ul>
  2. 2. WHAT IS THE CALL ??? <ul><li>Computer assisted language learning ( CALL ) - is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. </li></ul>
  3. 3. HISTORY OF THE CALL <ul><li>Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term . An alternative term to CALL emerged in the early 1990s, namely Technology Enhanced Language Learning (TELL), which was felt to provide a more accurate description of the activities which fall broadly within the range of CALL. The term TELL has not, however, gained as wide an acceptance as CALL . </li></ul>
  4. 4. <ul><li>Typical CALL programs present a stimulus to which the learner must respond. The stimulus may be presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in the more sophisticated CALL programs, attempting to analyse the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs. </li></ul>
  5. 5. <ul><li>Fascinated by the new technology in the early days of CALL, many teachers focused on technological issues, neglecting pedagogical and methodological questions and not realising that innovative pedagogy and methodology were required to integrate satisfactorily the use of computers into the foreign languages curriculum. A point of criticism which could easily be refuted was the claim that students tended to be isolated from their classmates when working in a computer lab - the &quot;battery chicken&quot; syndrome. It was soon discovered that using computers in language classes could promote team work among students and encourage them to use the target language to communicate in front of their computers, thus increasing the time they spent practising their oral skills . </li></ul>Pedagogical and methodological considerations
  6. 6. S ome sort of computer technology : <ul><li>Commercial Software (CD-ROMs) </li></ul><ul><li>World Wide Web </li></ul><ul><li>Other Internet Applications </li></ul><ul><li>Presentation Software </li></ul><ul><li>Authoring Software </li></ul>
  7. 7. Commercial Software (CD-ROMs) <ul><li>There are several language CD-ROMs and diskettes on the market that could be useful to you. As a language teacher, your job would be to become familiar with what's available, decide how the software can best supplement your class instruction, and then create assignments for your students to work with them in the Multimedia Lab. Some CDs seem to replace the traditional audio tape & workbook; others provide new types of learning activities. </li></ul>
  8. 8. World Wide Web <ul><li>Another way to get started using computer technology is to use the web. From informational pages to interactive exercises, the WWW is an incredible resource for language teachers. Many of you have already done some exploring, and have found useful sites for your classes . </li></ul>
  9. 9. Presentation Software <ul><li>Presentation software, such as Powerpoint, Presentations, or Astound, can be used to make slides to accompany lectures & presentations, and to stimulate conversation in the target language. Each slide can present content, or images to describe, or questions for reflection. Presentations can be projected onto a large screen for whole-class viewing, or students can view them on individual computers . </li></ul>
  10. 10. Authoring Software <ul><li>Authoring software allows you to create exercises, language drills and activities for your students, which you can make available in the </li></ul><ul><li>Multimedia Lab . </li></ul>
  11. 11. <ul><li>We believe the CALL community needs to build upon what has gone before, rather than be led purely by the capabilities of the latest technological innovation. With the almost monthly appearance of new hardware and software there can be a tendency for those interested in CALL materials development simply to pick up the latest machine or technological option and get to work on a project. If the technology has not been widely distributed, it is rather too easy to impress. Moreover, past work and valuable experience can be ignored or overlooked. It is usual, when commencing research in other fields, to review and extend the work of others, but with CALL the approach can sometimes be a little more cavalier. Over the last three decades, a substantial number of CALL programs have been created. The concepts and principles underpinning the best of these programs do not necessarily become obsolete when the computer that is used to run them is retired. In fact, the valuable knowledge and experience that has accumulated through this work needs to be absorbed and used to inform new projects in the future. </li></ul>
  12. 12. <ul><li>We hope this overview helps you to think about what kinds of things you would like to do with your classes. </li></ul>
  13. 13. CONCLUSION <ul><li>Our advice is to take everything SLOW. </li></ul><ul><li>Learn one thing at a time, and try to incorporate it into your teaching. When you a re ready, move on to the next project. </li></ul>
  14. 14. Projekt: Joanna Wielgus Dorota Kurasz Dorota Słabicka Gr.2b