Computer Assisted Language Learning:an Introduction, Information and communication technology

1. &
UNIVERSIDAD AUTÓNOMA DEL CARMEN
LICENCIATURA EN LENGUA INGLESA

2. Computers have become so widespread in schools and homes
and their uses have expanded so dramatically that the majority
of language teachers must now begin to think about the
implications of computers for language learning.

4. Behaviouristic CALL
Repeated exposure to the same
material is beneficial or even
essential to learning
A computer is ideal for carrying
out repeated drills, since the
machine does not get bored with
presenting the same material and
since it can provide immediate
non-judgmental feedback
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
1995s

5. Communicative
CALL
John Underwood
1984 "Premises for
'Communicative'
CALL"
Focuses more on using forms rather
than on the forms themselves.
Teaches grammar implicitly rather
than explicitly
Avoids telling students they are wrong
and is flexible to a variety of student
responses.
Does not judge and evaluate everything
the students nor reward them with
congratulatory messages, lights, or bells.
Will never try to do anything that a book
can do just as well.
1970s &
80s

6. Integrative CALL
Multimedia computers; (text,
graphics, sound, animation, and
video)
The Internet. Are all linked together
and learners can navigate their own
path simply by pointing and clicking a
mouse
Are based on two
important technological
developments of the last
decade

7. ICT and
development
WSIS
ICT and
Developing
countries
Measuring ICT ICT challenges
Computing,
communications,
contents and human
capacity.

8. REFERENCES
Warschauer M. (1996) "Computer Assisted Language Learning: an
Introduction". In Fotos S. (ed.) Multimedia language teaching, Tokyo: Logos
International: 3-20.
(n.d.). Retrieved September 19, 2015, from:
https://www.cs.cmu.edu/~rtongia/ICT4SD_Ch_2--ICT.pdf