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“This technology will revolutionize the teaching of
foreign languages; it will bring pedagogy up to
date with technology”

                            Underwood (1984:33)
 Itwas proliferated thanks to the popularity in
  the 60´s of the behaviorist theories of
  american psychologist B. E. Skinner.

 Behavoirist ideas were taken as the theorical
  soil on which to build the computer assisted
  learning /teaching framework.
This CALL teaching paradigm is known as an
 “instructional model”; however the initial
 popularity of CALL soon came to an end due to
 two main reasons:

1.   The lack of imagination and creativity in
     designing new and challenging exercise.
2.   The high cost and maintenance of the
     computers.
• Includes the learner also knowing how to
use the language appropriately in a social
situation.

• Students can understand the essential
points of what a native speaker says to
hear-him in a real communicative situation,
the native speaker interprets the response
with little or no effort at all.
•   Meaningful practice rather than mechanical
    practice.
•    Receptive skills (listening and reading)
    before productive skills (speaking and
    writing).
•   Use of target language, little use of native
    language
•   Implicit rather than explicit grammar.
•   Modeling instead of correction.
•   Low anxiety atmosphere.
•   Activities will focus on acquisition practice
    rather than learning practice.

•   Activities should require students to take a
    creative action in the target language rather
    than manipulating prefabricated language.

•   Activity feedback will not aim at correcting or
    evaluating each response.
•   Activities and instructions should be written in
    the target language.

•   CALL activities should be flexible, not based
    on the principle that every stimulus has one
    and only response.

•    CALL activities should allow students to
    explore an environment in which discoveries
    can be made, there is no predetermined
    material of any sort.
 The lack of interest on the part of publishers
  in many areas.
 Technological leaps leaving pedagogy in their
  wake.
 Poor access to good training in instructional
  design techniques
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval
Callii task1 juan carlos castrellon_margaritasandoval

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Callii task1 juan carlos castrellon_margaritasandoval

  • 1.
  • 2. “This technology will revolutionize the teaching of foreign languages; it will bring pedagogy up to date with technology” Underwood (1984:33)
  • 3.  Itwas proliferated thanks to the popularity in the 60´s of the behaviorist theories of american psychologist B. E. Skinner.  Behavoirist ideas were taken as the theorical soil on which to build the computer assisted learning /teaching framework.
  • 4. This CALL teaching paradigm is known as an “instructional model”; however the initial popularity of CALL soon came to an end due to two main reasons: 1. The lack of imagination and creativity in designing new and challenging exercise. 2. The high cost and maintenance of the computers.
  • 5. • Includes the learner also knowing how to use the language appropriately in a social situation. • Students can understand the essential points of what a native speaker says to hear-him in a real communicative situation, the native speaker interprets the response with little or no effort at all.
  • 6. Meaningful practice rather than mechanical practice. • Receptive skills (listening and reading) before productive skills (speaking and writing). • Use of target language, little use of native language • Implicit rather than explicit grammar. • Modeling instead of correction. • Low anxiety atmosphere.
  • 7. Activities will focus on acquisition practice rather than learning practice. • Activities should require students to take a creative action in the target language rather than manipulating prefabricated language. • Activity feedback will not aim at correcting or evaluating each response.
  • 8. Activities and instructions should be written in the target language. • CALL activities should be flexible, not based on the principle that every stimulus has one and only response. • CALL activities should allow students to explore an environment in which discoveries can be made, there is no predetermined material of any sort.
  • 9.  The lack of interest on the part of publishers in many areas.  Technological leaps leaving pedagogy in their wake.  Poor access to good training in instructional design techniques