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7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
7. Aleksandra and Thomas - CALL in the 80s
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7. Aleksandra and Thomas - CALL in the 80s

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Transcript

  • 1. The Apple II in the USA (1977) The Sinclair ZX80 (1980)
  • 2. the BBC micro in the UK (1982)
  • 3.  Methods from the 50’s and 60’s began to vanish, and changed drastically.  Community Language Learning (CLL): This involved focusing on the emotions and feelings of the person bye constantly engaging them.  Communicative Language Teaching(CLT): The goals of this were ‘to (a) make communicative competence the goal of language teaching and (b) develop procedures for the teaching of the four language skills that acknowledge the interdependence of language and communication’
  • 4. The early 1980s saw a boom in computer- assisted language. At this time the interest in CALL grew dramatically and a lot of software was produced. Introductory books and specialized CALL journals, such as the CALICO Journal, first appeared (1983), began to appear.
  • 5.  It was in the early 1980s that the language teacher-programmer became prominent. With the widespread availability of inexpensive microcomputers, often supplied with a version of BASIC, the motivated language teacher could write simple CALL programs.
  • 6. In the communicative approach, the focus is on using the language rather than analysis of the language, teaching grammar implicitly. It also allowed for originality and flexibility in student output of language Now language teachers were free to develop their own conceptualization of CALL on the microcomputer, the only major constraint being their programming ability
  • 7.  To fix the programming problems, many teachers relied on software such as Storyboard, and Hypercard. These are basic programs that the teachers could change; although there were other teachers who still created their programs from scratch.  Teachers in the 80’s made significant advances with CALL because of the advances in computer technology. They were able to successfully integrate using computers to engage the student visually, while still interacting with the student in conversation.
  • 8. • The article makes a reference to an influential paper 'It's not so much the program, more what you do with it: the importance of methodology in CALL'. • The author of this paper “stresses the intelligent combination of class work away from the computer with work on the computer, achieved by coordination and advanced planning by the teacher. Thus, CALL materials are not intended to stand alone, but to be integrated into broader schemes of work.”

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