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The document discusses the evolution of computer-assisted language learning (CALL) through three phases: 1. Behavioristic CALL in the 1950s-1970s was based on behaviorist learning theories and involved repetitive drills without much authentic communication. 2. Communicative CALL in the 1970s-1980s incorporated more authentic communication based on the emerging communicative language teaching approach. 3. Integrative CALL from the 1980s onward utilized the internet and computer-mediated communication to facilitate collaborative writing and sharing of multimedia materials between students and classes.
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Activity1.8
This presentation talk about "Information and Communication Technology (ICT) and "Computer Assistant Language Learning" (CALL).
Actividad 1.9
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases: 1) behavioristic CALL from the 1950s-1970s focused on repetitive drills, 2) communicative CALL of the 1970s-1980s emphasized more authentic communication, and 3) integrative CALL from the last decade aims to integrate multimedia and the internet by combining text, graphics, sound, and video to facilitate language learning.
Computer assisted language learning'
Three phases of computer-assisted language learning (CALL) are described:
1) Behavioristic CALL from the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL of the 1970s-1980s aimed to allow more authentic communication beyond drills.
3) Integrative CALL incorporates multimedia like hypermedia and the internet to create more authentic learning environments that integrate reading, writing, speaking and listening skills.
Application of call in language learning classroom
The document discusses the historical stages of computer-assisted language learning (CALL) including behaviorist CALL, communicative CALL, and integrated CALL. It then discusses applications of CALL such as using computer-based technologies to help with language practice through collaborations with native speakers, using email assignments with teachers and tutors, and computer-mediated synchronous forums. The document also covers current trends in CALL for assessing speaking skills, network-based language teaching and CALL, and criticisms against CALL.
Landscape for learning
This document discusses the historical evolution of language pedagogy and methods from the 19th century to present day. It outlines three main phases of innovation: 1) changes in teaching methods, 2) contributions from language sciences/research, and 3) technological innovations. Key methods and approaches mentioned include the Grammar Translation Method, Direct Method, use of language laboratories, and computer-assisted language learning (CALL) through its behaviorist, communicative, and interactive/technology-enhanced stages. The focus has shifted from grammar translation and rote memorization to more natural, meaningful, and communicative approaches facilitated by advances in technology.
Act9 10 ckcv
This document discusses the history and definitions of Computer Assisted Language Learning (CALL). It describes CALL as using computers to aid in language teaching through presentation, reinforcement, and assessment of material, with an interactive element. The origins of CALL date back to the 1960s, starting with the PLATO project at the University of Illinois in 1960. Early CALL programs presented stimuli for learners to respond to via keyboard. More recent explorative CALL uses concordance programs and data-driven learning to allow learners to explore language patterns on their own.
Li pres.ppt
Technology influences language in several ways. It allows language forms to spread more widely across regions and gives individuals greater ability to write, speak, read and listen through technologies like the internet, texting and social media. This has led to abbreviations and changes in spelling. Technology also provides more opportunities for authentic English use and increases interaction between students by allowing them to work on activities together and interact with audiences outside the classroom. It provides a variety of learning materials using multimedia and sources from the web to make learning more concrete, meaningful and accommodate different learning styles.
Activity 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three main approaches: behavioral CALL from 1960-1970 focused on drills and practice; communicative CALL from 1980-1990 emphasized using language rather than just practicing forms; and integrative CALL from 1990-present combines resources like multimedia and the internet. The modern approach sees the computer as a tool for communication, information access, and language use rather than just instruction. Effective CALL depends on how technology is integrated into teaching methods rather than the technology alone.
Recommended
Activity1.8
This presentation talk about "Information and Communication Technology (ICT) and "Computer Assistant Language Learning" (CALL).
Actividad 1.9
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases: 1) behavioristic CALL from the 1950s-1970s focused on repetitive drills, 2) communicative CALL of the 1970s-1980s emphasized more authentic communication, and 3) integrative CALL from the last decade aims to integrate multimedia and the internet by combining text, graphics, sound, and video to facilitate language learning.
Computer assisted language learning'
Three phases of computer-assisted language learning (CALL) are described:
1) Behavioristic CALL from the 1950s-1970s focused on repetitive drills and practice.
2) Communicative CALL of the 1970s-1980s aimed to allow more authentic communication beyond drills.
3) Integrative CALL incorporates multimedia like hypermedia and the internet to create more authentic learning environments that integrate reading, writing, speaking and listening skills.
Application of call in language learning classroom
The document discusses the historical stages of computer-assisted language learning (CALL) including behaviorist CALL, communicative CALL, and integrated CALL. It then discusses applications of CALL such as using computer-based technologies to help with language practice through collaborations with native speakers, using email assignments with teachers and tutors, and computer-mediated synchronous forums. The document also covers current trends in CALL for assessing speaking skills, network-based language teaching and CALL, and criticisms against CALL.
Landscape for learning
This document discusses the historical evolution of language pedagogy and methods from the 19th century to present day. It outlines three main phases of innovation: 1) changes in teaching methods, 2) contributions from language sciences/research, and 3) technological innovations. Key methods and approaches mentioned include the Grammar Translation Method, Direct Method, use of language laboratories, and computer-assisted language learning (CALL) through its behaviorist, communicative, and interactive/technology-enhanced stages. The focus has shifted from grammar translation and rote memorization to more natural, meaningful, and communicative approaches facilitated by advances in technology.
Act9 10 ckcv
This document discusses the history and definitions of Computer Assisted Language Learning (CALL). It describes CALL as using computers to aid in language teaching through presentation, reinforcement, and assessment of material, with an interactive element. The origins of CALL date back to the 1960s, starting with the PLATO project at the University of Illinois in 1960. Early CALL programs presented stimuli for learners to respond to via keyboard. More recent explorative CALL uses concordance programs and data-driven learning to allow learners to explore language patterns on their own.
Li pres.ppt
Technology influences language in several ways. It allows language forms to spread more widely across regions and gives individuals greater ability to write, speak, read and listen through technologies like the internet, texting and social media. This has led to abbreviations and changes in spelling. Technology also provides more opportunities for authentic English use and increases interaction between students by allowing them to work on activities together and interact with audiences outside the classroom. It provides a variety of learning materials using multimedia and sources from the web to make learning more concrete, meaningful and accommodate different learning styles.
Activity 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three main approaches: behavioral CALL from 1960-1970 focused on drills and practice; communicative CALL from 1980-1990 emphasized using language rather than just practicing forms; and integrative CALL from 1990-present combines resources like multimedia and the internet. The modern approach sees the computer as a tool for communication, information access, and language use rather than just instruction. Effective CALL depends on how technology is integrated into teaching methods rather than the technology alone.
Computer assisted language learning
This document outlines the history and evolution of computer-assisted language learning (CALL). It describes three phases: behavioral CALL focused on drill and practice; communicative CALL emphasized authentic communication; and integrative CALL aims to combine all language skills through multimedia and the internet. The effectiveness of CALL depends not on the technology itself but how it is implemented according to different pedagogical approaches.
Computer assisted language learning (call)
Computer-assisted language learning (CALL) refers to the use of computers to assist and enhance language teaching and learning. CALL has evolved from early drill-and-practice programs in the 1960s-1970s to today's applications that incorporate multimedia, the internet, and mobile technologies. CALL is now seen as a tool to facilitate student-centered language learning through interactive and individualized materials and tasks. A combination of face-to-face teaching and CALL is referred to as blended learning.
Call Overview
This document outlines the three stages in the development of Computer-Assisted Language Learning (CALL): Behavioristic CALL, Communicative CALL, and Integrative CALL. Behavioristic CALL began in the 1960s and focused on drills and practice of language forms. Communicative CALL emerged in the 1980s and emphasized using language for communication over analyzing forms. Integrative CALL developed in the 1990s with multimedia and the Internet, allowing for more authentic and integrated language learning through tasks and communication.
Activity 1.8
This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. The first phase, behavioral CALL, used repetitive drills and was based on behaviorist learning theories. The second phase, communicative CALL, focused on authentic communication in response to the communicative language teaching approach. The third and current phase, integrative CALL, utilizes multimedia and the Internet to allow for personalized learning paths through hypermedia as well as collaborative writing and access to authentic materials from around the world. The document also includes an appendix listing CALL program applications for grammar, listening, pronunciation, reading, text reconstruction, and vocabulary.
Computer Assisted Language Learning
The document discusses the history of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1970s focused on drill and practice and was based on behaviorist learning theories.
2) Communicative CALL in the 1980s emphasized authentic communication over drills in response to a rejection of behaviorism.
3) Integrative CALL from the 1990s incorporated multimedia and the internet, allowing various media and hyperlinks as well as asynchronous and synchronous computer-mediated communication between language learners worldwide.
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An Introduction to Computer Assisted Language Learning (CALL) 中間発表
(1) Computer Assisted Language Learning (CALL) involves using technology to help improve language skills, and can take various forms such as online learning, mobile-assisted language learning, and intelligent computer-assisted language learning using artificial intelligence.
(2) CALL has evolved from behavioral CALL in the 1970s-80s focusing on drills, to communicative CALL in the 1980s-90s emphasizing communication, to integrative CALL today using multimedia and the internet for authentic discourse.
(3) While early research compared CALL to non-CALL, the focus now is on how specific technological features can best support language learning when integrated into instruction.
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Act 1.11
From Computer Assisted Language Learning (CALL) to Mobile Assisted Language Use (MALU)
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Computer Assisted Language Learning ( CALL)
The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) from the 1960s to present. It can be summarized in three sentences:
CALL has progressed through three main phases - Behavioristic CALL in the 1960-1970s focused on drills and practice, Communicative CALL in the 1970-1980s used computers as tools for communication, and Integrative CALL from the 1990s onward utilizes multimedia and social interaction through technologies like hypermedia and computer-mediated communication. The role of the computer and theories of language learning underlying each phase have shifted from an information carrier and behaviorism to a workstation/toolbox and sociocultural perspectives on acquisition.
2 presentacion call activity 6
Computer assisted language learning has evolved over time based on theories of language teaching. Early behavioristic CALL in the 1950s presented material individually, while communicative CALL in the 1970s focused on using grammar implicitly and communicating rather than just forms. Today, computers provide tools for language learning through programs for grammar, listening, pronunciation and reading. Communicative CALL is based on learning, while integrated CALL utilizes multimedia and internet resources in language instruction.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computers as a medium to facilitate language learning. Computers are interactive tools that can act as teachers or tutors, providing flexible instruction. However, some studies found that computer-mediated instruction did not encourage students to produce complete sentences or practice speaking. While computers offer advantages like allowing independent learning at one's own pace, they also have disadvantages such as being less personal than human teachers and potentially causing eye strain.
Past, Present, and Future of CALL
This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
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Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
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1. The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) including early behavioristic CALL, communicative CALL, and more recent integrative CALL approaches.
2. It describes CALL typologies including different exercise types and the introduction of multimedia and the internet.
3. The document also discusses approaches to CALL including restricted, open, and integrated CALL and benefits such as motivation, individualization, and opportunities for exploratory learning.
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Computer Assisted Language Learning has gone through two main phases: (1) behaviorist "drill and practice" programs in the 1950s-1970s, and (2) a communicative approach in the 1970s-1980s that focused on authentic communication rather than drills. John Underwood proposed premises for communicative CALL in 1984, including focusing on language use rather than just forms, teaching grammar implicitly, and using the target language exclusively. While computers can serve varied language teaching uses as tutors, discussion stimulators, and research tools, their effectiveness depends on how the technology is applied, not the medium itself. Good pedagogy is needed to enrich educational programs and student learning opportunities with computer technology.
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This document discusses the history and development of computer-assisted language learning (CALL). It describes three main eras of CALL: structural/behavioristic CALL from 1960-1970 focused on drills and practice for accuracy; communicative/cognitive CALL from 1980-1990 used communicative exercises to practice language use and focus on fluency; and integrative/sociocognitive CALL from 1990-present uses authentic discourse tasks to develop agency through social interaction in online discourse communities. The document also outlines the roles computers can play in language learning, including as a tool, tutor, and medium of global communication.
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Computer assisted language learning
This document outlines the history and evolution of computer-assisted language learning (CALL). It describes three phases: behavioral CALL focused on drill and practice; communicative CALL emphasized authentic communication; and integrative CALL aims to combine all language skills through multimedia and the internet. The effectiveness of CALL depends not on the technology itself but how it is implemented according to different pedagogical approaches.
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This document discusses the three phases of computer-assisted language learning (CALL): behavioral CALL, communicative CALL, and integrative CALL. The first phase, behavioral CALL, used repetitive drills and was based on behaviorist learning theories. The second phase, communicative CALL, focused on authentic communication in response to the communicative language teaching approach. The third and current phase, integrative CALL, utilizes multimedia and the Internet to allow for personalized learning paths through hypermedia as well as collaborative writing and access to authentic materials from around the world. The document also includes an appendix listing CALL program applications for grammar, listening, pronunciation, reading, text reconstruction, and vocabulary.
Computer Assisted Language Learning
The document discusses the history of computer-assisted language learning (CALL) in three phases:
1) Behavioristic CALL in the 1970s focused on drill and practice and was based on behaviorist learning theories.
2) Communicative CALL in the 1980s emphasized authentic communication over drills in response to a rejection of behaviorism.
3) Integrative CALL from the 1990s incorporated multimedia and the internet, allowing various media and hyperlinks as well as asynchronous and synchronous computer-mediated communication between language learners worldwide.
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This presentation discusses two films that can be used in the classroom - "A Vision of K-12 Students Today" about digital natives, and "Forbidden" as an example of a filmmaking project. It notes that students spend more time on screens than reading books. The films demonstrate how technology can maximize learning by allowing students to work in their preferred media. Examples like audio books, blogs, and websites engage cross-curriculum goals. Filmmaking teaches techniques like camera angles and perspective, and allows alternative submissions for students struggling with writing.
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The document discusses the Aquitaine Europe project which aims to foster mobility and intercultural dialogue through language learning. It promotes plurilingualism and intercomprehension, which involve using existing language skills and cultural knowledge to communicate across languages. The project will research how intercomprehension strategies can be developed in monolingual, multilingual, and plurilingual language learning contexts.
An Introduction to Computer Assisted Language Learning (CALL) 中間発表
(1) Computer Assisted Language Learning (CALL) involves using technology to help improve language skills, and can take various forms such as online learning, mobile-assisted language learning, and intelligent computer-assisted language learning using artificial intelligence.
(2) CALL has evolved from behavioral CALL in the 1970s-80s focusing on drills, to communicative CALL in the 1980s-90s emphasizing communication, to integrative CALL today using multimedia and the internet for authentic discourse.
(3) While early research compared CALL to non-CALL, the focus now is on how specific technological features can best support language learning when integrated into instruction.
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Act 1.11
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The document discusses the subject of Applied Linguistics, which introduces students to the fields of second language acquisition and critical discourse analysis. These fields are important for language teachers to understand in order to improve their practice. Applied Linguistics also helps students examine the relationship between language and social context to develop awareness of inequalities expressed through language. The subject provides an interface between theory and practice to help solve problems related to language use in different contexts.
Computer Assisted Language Learning ( CALL)
The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) from the 1960s to present. It can be summarized in three sentences:
CALL has progressed through three main phases - Behavioristic CALL in the 1960-1970s focused on drills and practice, Communicative CALL in the 1970-1980s used computers as tools for communication, and Integrative CALL from the 1990s onward utilizes multimedia and social interaction through technologies like hypermedia and computer-mediated communication. The role of the computer and theories of language learning underlying each phase have shifted from an information carrier and behaviorism to a workstation/toolbox and sociocultural perspectives on acquisition.
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Computer assisted language learning has evolved over time based on theories of language teaching. Early behavioristic CALL in the 1950s presented material individually, while communicative CALL in the 1970s focused on using grammar implicitly and communicating rather than just forms. Today, computers provide tools for language learning through programs for grammar, listening, pronunciation and reading. Communicative CALL is based on learning, while integrated CALL utilizes multimedia and internet resources in language instruction.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computers as a medium to facilitate language learning. Computers are interactive tools that can act as teachers or tutors, providing flexible instruction. However, some studies found that computer-mediated instruction did not encourage students to produce complete sentences or practice speaking. While computers offer advantages like allowing independent learning at one's own pace, they also have disadvantages such as being less personal than human teachers and potentially causing eye strain.
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This document discusses the past, present, and future of computer-assisted language learning (CALL). In the past, CALL progressed from behaviorist models focusing on drills to communicative models emphasizing use of language. Present CALL includes multimedia and web-based approaches that integrate skills and authentic content. The future of CALL envisions its normalization, with computers seamlessly integrated into everyday language lessons as ubiquitous tools rather than the central focus.
The role of universal grammar in first and second language acquisition
Universal Grammar (UG) refers to the innate linguistic principles that are shared across all human languages. While UG plays a significant role in first language acquisition, its role in second language acquisition is more limited according to several theories. Native language has a major influence on second language acquisition, and there are fundamental differences between how children and adults acquire language as outlined in Bley-Vorman's Fundamental Difference Hypothesis. UG may influence second language acquisition indirectly through the influence of native language grammar rather than acting directly on the learning process.
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1. The document discusses the history and evolution of Computer-Assisted Language Learning (CALL) including early behavioristic CALL, communicative CALL, and more recent integrative CALL approaches.
2. It describes CALL typologies including different exercise types and the introduction of multimedia and the internet.
3. The document also discusses approaches to CALL including restricted, open, and integrated CALL and benefits such as motivation, individualization, and opportunities for exploratory learning.
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Computer Assisted Language Learning has gone through two main phases: (1) behaviorist "drill and practice" programs in the 1950s-1970s, and (2) a communicative approach in the 1970s-1980s that focused on authentic communication rather than drills. John Underwood proposed premises for communicative CALL in 1984, including focusing on language use rather than just forms, teaching grammar implicitly, and using the target language exclusively. While computers can serve varied language teaching uses as tutors, discussion stimulators, and research tools, their effectiveness depends on how the technology is applied, not the medium itself. Good pedagogy is needed to enrich educational programs and student learning opportunities with computer technology.
Silence in second language acquisition. Granger, C. (2004)
Different points of view about the role of Silence in Second Language Acquisition. Information taken from
Granger, C. (2004) Silence in Second Language Learning. Multilingual Matters.
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This document discusses the history and development of computer-assisted language learning (CALL). It describes three main eras of CALL: structural/behavioristic CALL from 1960-1970 focused on drills and practice for accuracy; communicative/cognitive CALL from 1980-1990 used communicative exercises to practice language use and focus on fluency; and integrative/sociocognitive CALL from 1990-present uses authentic discourse tasks to develop agency through social interaction in online discourse communities. The document also outlines the roles computers can play in language learning, including as a tool, tutor, and medium of global communication.
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An Introduction to Computer Assisted Language Learning (CALL) 中間発表
An Introduction to Computer Assisted Language Learning (CALL) 中間発表
Act 1.11 From Computer Assisted Language Learning (CALL) to Mobile Assisted L...
Act 1.11 From Computer Assisted Language Learning (CALL) to Mobile Assisted L...
The role of universal grammar in first and second language acquisition
The role of universal grammar in first and second language acquisition
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Silence in second language acquisition. Granger, C. (2004)
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Powerpoint karen
The document summarizes the three phases of computer-assisted language learning (CALL): behavioristic CALL from the 1950s-1970s focused on drill and practice; communicative CALL of the 1970s-1980s emphasized authentic communication; and integrative CALL incorporates multimedia and the internet for global communication and access to authentic materials. The conclusion states that technology alone will not improve language learning, but it can enrich education when used to support good pedagogy.
CALL
The document discusses the history and phases of Computer Assisted Language Learning (CALL). It describes three phases: 1) Behavioristic CALL from the 1950s-1970s used repetitive drills, 2) Communicative CALL of the late 1970s-1980s incorporated more authentic communication activities, and 3) current Integrative CALL leverages multimedia and the Internet to seamlessly integrate reading, writing, speaking, and listening skills through authentic materials and global communication opportunities.
Computer assisted language learning
Computer Assisted Language Learning (CALL) uses computer technology to aid language learning. CALL has developed over three phases from 1960s-today: behaviouristic CALL focused on drill practice, communicative CALL emphasized authentic communication, and integrative CALL allows learners to navigate multimedia resources. CALL programs can be CALL-specific software, web-based materials, or generic software like word processors. Using CALL provides benefits like individualized practice, collaboration, variety, and real-world computer skills. Research studies have found multimedia and interactive elements improve retention, and computer-mediated communication like the Internet has transformed language learning by enabling online interaction.
Activity 1.8 'Computer Assisted Language Learning'
This document discusses the history and development of computer-assisted language learning (CALL) in three phases. The first phase in the 1950s-1970s used behaviorist drills and practice. The second phase in the 1970s-1980s incorporated communicative approaches. The third phase views the computer as a tool to empower language learning. It also discusses how multimedia and internet technologies have led to more integrative CALL approaches through tools like email and chatrooms. The appendix provides a typology of different CALL programs and applications like grammar, listening, pronunciation, and reading programs.
Act. 1.8
This document discusses the history and phases of computer-assisted language learning (CALL). It describes three phases: behavioral CALL from the 1950s-1970s focused on drill-based practice; communicative CALL from the 1970s-1980s emphasized authentic communication; and integrative CALL from the 1990s onward combined multimedia like text, graphics, sound and video to more authentically integrate skills. The document also discusses how computer-mediated communication and the internet, particularly the World Wide Web, facilitated collaborative writing and access to authentic materials. Finally, it briefly outlines the role of information and communication technologies in international development efforts according to the World Summit on the Information Society, and some challenges to ICT adoption like various digital divides.
Presentation technology
This document discusses the history and development of computer-assisted language learning (CALL). It begins with early CALL programs in the 1960s focusing on drills and exercises. Communicative CALL emerged in the 1980s with a more learner-centered approach. Integrative CALL in the 21st century uses multimedia and the internet to facilitate collaborative project-based learning. The roles of computers, students, teachers and researchers have evolved from behavioral to sociocultural frameworks.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL). It describes three phases of CALL: behavioral CALL from the 1950s-1970s based on drills, communicative CALL from the 1970s-1980s focused on authentic communication, and integrative CALL incorporating multimedia and the internet. Integrative CALL allows for integration of skills through multimedia and collaboration through computer-mediated communication. The document also discusses information and communication technology (ICT), noting its importance for economic growth. However, it notes issues like the digital divide and lack of local language content that present barriers to widespread ICT adoption.
Ic ts and teachers’ attitude in english language teaching
This document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present day. It describes three phases of CALL: 1) Behavioristic CALL from the 1960s-1970s focused on drill-and-practice exercises. 2) Communicative CALL from the 1970s-1980s emphasized using language over analyzing it with the rise of personal computers. 3) Integrative CALL from the 1990s onward integrated language skills through multimedia and internet technologies like distance learning. The document also examines uses of computer-mediated communication, word processing software, and the internet in language teaching.
ict
The document discusses the history and evolution of computer-assisted language learning (CALL) from the 1960s to present. It describes three main stages: behavioristic CALL in the 1960-70s using drills and practice; communicative CALL in the late 1970s-1980s focusing on communication; and integrative CALL currently, which seeks to fully integrate technology into the language learning process. It also discusses the changing roles of teachers from being the sole information source to facilitators of learning.
Act. 1.8
This document discusses the history and development of CALL (Computer Assisted Language Learning) in three phases: 1) Behavioristic CALL from the 1950s-1970s based on behaviorist learning theories using repetitive drills, 2) Communicative CALL from the 1970s-1980s focusing on using forms communicatively rather than explicitly teaching grammar, and 3) Integrative CALL from the 1990s onward allowing various multimedia and access to the internet. It also discusses the role of ICT in development as an enabler for efficiency, new business opportunities, and transparency, and issues around the digital divide between developing and developed nations related to connectivity, costs, language, and awareness of ICT capabilities.
Act. 1.8
The document discusses three phases of computer-assisted language learning (CALL): behavioral CALL based on repetitive drills, communicative CALL focused on authentic communication, and integrative CALL utilizing multimedia and the internet. It also discusses the role of information and communication technologies (ICT) in international development by bridging the digital divide and providing equitable access. Key challenges to ICT include digital divides in awareness, availability, accessibility, and affordability that require extensive research.
Act. 1.8
This document discusses the history and evolution of computer-assisted language learning (CALL) through three phases: behavioralistic CALL, communicative CALL, and integrative CALL. Behavioristic CALL involved repetitive drills while communicative CALL focused on using language forms communicatively. Integrative CALL is based on multimedia and the internet, allowing various media and hypermedia as well as computer-mediated communication. The document also discusses information and communication technologies (ICT) and how ICT goes beyond just computers/internet to include technologies like telephony. ICT is viewed as both a means and an end for development.
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Activity 1.8 'Computer Assisted Language Learning'
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1.8bryanformoso
- 1. Universidad autónoma del Carmen Facultad de ciencias educativas Licenciatura de lengua inglesa By: Bryan Formoso Hernández Act. 1.8
- 2. Behavioristic CALL The first phase of CALL, conceived in the 1950s and implemented in the 1960s and '70s, was based on the then- dominant behaviorist theories of learning. Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice" (or, more pejoratively, as "drill and kill"). A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities
- 3. Communicative CALL The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value. One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of "Premises for 'Communicative' CALL" (Underwood 1984:52).
- 4. Steps toward integrative CALL: the Internet Computer Mediated Communication allows users to share not only brief messages, but also lengthy (formatted or unformatted) documents - thus facilitating collaborative writing - and also graphics, sounds, and video. They can also use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.
- 5. information and communications technology.