2. What is CALL?
an interactive method of instruction that helps learners achieve their goals of learning, at their
own pace and ability
an approach to teaching and learning in which the computer and computer-based resources such
as the Internet are used to present, reinforce and assess material to be learned.
computer technology is used in teaching/learning procedures at all stages such as presentation,
practice and feedback
known by several other terms such as technology-enhanced language learning, computer-assisted
language instruction (Davies) and computer-aided language learning.
3. OBJECTIVES
improves communicative proficiency of all the skills including LSRW
focuses on the grammatical, discourse, functional, sociolinguistic of
communicative competence.
used to engage the learners in the pragmatic and functional use of
language.
enhances the productivity of the language in scientific ways.
appreciates the learners to engage in linguistic interaction with real-life
objectives.
4. CHARACTERISTICS
emphasizes to engage the learners in real-life situations in the classroom so that they
can understand how to communicate in the real world.
gives the importance of the necessity of the learners and attempts to explain it.
focuses on the fluency of the learners rather than the accuracy of the grammar and
learners acquire their accuracy gradually and naturally.
believes that communication is the fundamental objectives of language and the learners
need to develop all the skills of language (reading, writing, listening and speaking).
5. offers the opportunity to join in teacher-learner and learner-learner interaction in the
classroom.
focuses on the use of techniques which encourage the learners in participating in the
natural environment, for instance, group and pair work etc.
agrees with the perception of individual work.
grammar is the second option of the learners and they discover and internalize the
grammatical rules and functions themselves.
uses authentic language materials so that the students find the similarity between the
classroom activities and the real world.
6. BENEFITS
helps in enriching language skills
connects a learning place to the outside world
helps in relating academics to the practical needs of the outside world
serves as a ‘surrogate teacher’
aids in collaborative and cooperative learning
is ideal for carrying out repeated drills
provides impartial feedback
creates a realistic environment (for example, listening activities are combined with visuals)
is ideal for integrating skills such as LSRW
provides a choice of an appropriate learning strategy
acts as a ready-reckoner for all queries in the field of language learning/teaching
7. CLASSROOM ACTIVITIES
Learners interact with other people through pair and group work.
Students are encouraged to concentrate on communication.
Reading and writing may start on the first day.
Interaction between teacher and students should be applicable.
Teachers motivate the students so that they can easily interact with them.
The teaching methods must be learner-centred.
Students should be engaged in several activities so that they can be able to
generate new ideas.
8. TEACHER’S ROLES
Teachers remain in the classroom as a facilitator to be done the communication process
among all the participants.
encourage learners to join various activities.
answers the questions of the students and also care about their performance and
activities.
plays the role of a communicator in the learning process
cooperates with the learning-teaching group.
plays the role of a guide in the classroom activities
monitors the errors of the students and delivers some positive feedback among the
learners.
9. STUDENT’S ROLE
create some groups among themselves for their learning purpose and
taking care of how they are able to perform in the classroom.
cooperate and support each other in the group to complete their all tasks
assigned by the responsible teacher.
should involve in interaction and conversation with the teacher and other
learners in the classroom.
should be more interactive and create an interactive environment in the
classroom for making the learning easier and more attractive
11. ADVANTAGES
Students and instructors can receive real-time feedback
The learning process is more interactive and engaging
Learning can be more personalized
Technology can fill the gaps for students with learning differences
Caters to the individuals
12. Promote active interaction and use of target language
Breaks down complex topics into smaller pieces
Facilitates instruction to a large number of students
Promotes multiple dimension learning
Promotes critical analysis and problem solving among
students
13. DISADVANTAGES
Can become distraction
Expensive
Software can become outdated quickly
Risk of over dependence on the technology
Difficult for teachers to implement
Can lead to isolation among students
Produces mental and physical fatigue
15. Also known as communicative approach (CA) ,
It is an approach to language teaching that emphasizes interaction as both the means and the
ultimate goal of study.
is a non-methodical system that does not use a textbook series to teach the target language but
works on developing sound oral and verbal skills prior to reading and writing.
16. CHARACTERISTICS
emphasizes to engage the learners in real-life situations in the classroom so that they can
understand how to communicate in the real world.
gives the importance of the necessity of the learners and attempts to explain it.
errors are considered in a natural phenomenon.
focuses on the fluency of the learners rather than the accuracy of the grammar and learners
acquire their accuracy gradually and naturally.
believes that communication is the fundamental objectives of language and the learners
need to develop all the skills of language (LSRW).
17. offers the opportunity to join in teacher-learner and learner-learner interaction in the
classroom.
focuses on the use of techniques which encourage the learners in participating in the natural
environment, for instance, group and pair work etc.
agrees with the perception of individual work.
grammar is the second option of the learners and they discover and internalize the
grammatical rules and functions themselves.
uses authentic language materials so that the students find the similarity between the
classroom activities and the real world.
18. PRINCIPLES
Learners learn through using it to communicate
Authentic and meaningful communication should be the goal of
classroom activities
Fluency is an important dimension of communication
Communication involves the integration of different language skills
Learning is a process of creative construction and involves trial and
error
19. TECHNIQUES USED TO DEVELOP
COMMUNICATIVE COMPETENCY
language games
thinking tasks
role play
retrieving scrambled sentences or pictures
group works or pair works
20. MERITS
learning will be a self-generating experience
working in group or pairs increases confidence
as there is no inhibition by grammatical rules or
structures, students are free to speak
fluency, accuracy and appropriateness are
acquired
co-operation in language acquisition is gained
DEMERITS
an average teacher cannot succeed to help students in
attaining communication competency
students may not take initiative to speak
due to over enthusiasm, it is likely that other approaches
and methods are neglected
detailed syllabus and textbooks are yet to be designed
selection and grading of language items are not favoured
22. It is an approach based on the use of tasks as the core unit of planning and instruction in language
teaching.
Engaging learners in task work provides a better context for the activation of learning processes.
Language learning is believed to depend on immersing students not in “comprehensible input” but in
tasks that require them to negotiate meaning and engage in natural and meaningful communication.
It draws on multiple principles.
• Activities that involve real communications are essential for language learning.
• Activities in which language is used for carrying out meaningful tasks promote learning.
• Language that is meaningful to the learner supports the learning process.
TBLT was popularized by Prabhu while working in Bangalore, India. He noticed that his students
could learn language just as easily with a non-linguistic problem as when they were concentrating on
linguistic questions.
23. CHARACTERISTICS
Students are encouraged to use language creatively and spontaneously through tasks and problem
solving
Students focus on a relationship that is comparable to real world activities
Assessment is primarily based on task outcome
It is student-centred
24.
25.
26.
27. ADVANTAGES
is applicable and suitable for students of all ages and backgrounds.
Students will have a much more varied exposure to language
Students are free to use whatever grammar and vocabulary they know, rather than just the target language
of the lesson.
helps students pay more attention to the relationship between the for and meaning.
allows meaningful communication.
Students will be exposed to a whole range of lexical phrases, collocations and patterns as well as
language forms.
encourage students to be more ambitious in the language they use.
28. DISADVANTAGES
There is no acquisition of new grammar or vocabulary features.
Not all students are or will be motivated.
Some students need more guidance and will not or cannot `notice´ language forms (grammar) or other elements
of accuracy.
requires a high level of creativity and initiative on the part of the task.
Students typically translate and use a lot of their L1(mother tongue) rather than the target language in
completing the tasks.
requires individual and group responsibility and commitment on the part of students. If students are lacking in
these qualities, task based instruction may be difficult to implement.
30. It is the instructional use of small groups so that the students work
together to maximize their own and each other’s learning
Not all groups are cooperative groups. It takes time, skills and
structure to form them
31.
32.
33. WHY DO WE NEED CO-OPERATIVE
LEARNING?
promotes student achievement
Increases retention of knowledge
Students' happiness increased for learning experience
develops oral communication
deepens students' social skills
promote students' self-esteem
34. TECHNIQUES
Jigsaw
• Students are put into a group of four or five students and work on some material.
• After discussion they become an expert in that particular material.
• The experts from each group go to other groups and teach or discuss with others what they learned.
Think-pair-share
• students think silently about a question posed by the teacher.
• Individuals pair up during the second step and discuss their thoughts.
• the pairs share their responses with other pairs, other teams, or the entire group
35. Brainstorming
• The class is divided into small groups (4 to 6).
• There is one recorder.
• A question is given to the students that may have many answers.
• Students are given time to think about answers.
• After they have had time to think they share responses with the group round robin style.
• The recorder writes down the answers of the group members
Numbered heads together
• A team of four is formed.
• Each member is given numbers of 1, 2, 3, 4. There are questions for the group.
• Groups work together to answer the question so that each member has the answer.
• Teacher calls out a number (two) and each two is asked to give the answer.
36. Group investigation
Circle the cage
Partners
• Divide the group into teams of four.
• Partners move to one side of the room.
• Half of each team is given an task to complete and to teach the other half.
• Partners work to learn.
• Teams go back together with each set of partners teaching the other set.
• Partners quiz and help each other. Team reviews how well they learned.
37. BENEFITS
Promotes self-esteem and makes one feel better about themselves, school and others
Promotes higher achievement, develops social skills including listening, taking turns, conflict resolution,
leadership, & team work
Teaches one to co-operate with others and do their best
Welcomes one to benefit from their classmates knowledge and thought
Makes students appreciate differences & diversity
Removes damaging competition between & among students and create competition among groups
Builds empathy, i.e., understanding and appreciating the point of view & feeling of others, being
considerate of others
Leads to equal & increased participation