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Computer Assisted Language Learning
This document discusses computer assisted language learning (CALL). It provides background on the emergence of personal computers in the 1990s and how CALL has evolved since then. CALL allows for individualized practice, access to global resources, and opportunities to learn through software, local networks, and the internet. The document also examines research on how CALL enhances language acquisition, motivates learners, and improves skills like pronunciation, reading, and writing. Current trends include using authentic content and online education through wireless technologies.
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Computer Assisted Language Learning
- 1. Topic: Computer AssistedLanguage Learning Paper: 12 Paper Name: English Language Teaching Prepared by: Drashti Mehta Roll No:7 PG Enrollment No:PG13101021 Sem:3 Gmail id: drashti.mehta.111993@gmail.com Submitted to: Smt. S.B. Gardi, Department of English, Maharaja Krishnakumarsinghji Bhavnagar University Bhavnagar University Bhavnagar(Gujarat-India)
- 2. Introduction: The personalcomputer emerge in 1990s.
- 3. Communicative ability canbe gained by: Individualizing practice Tapping into a global practice The learner got opportuniti es to learn through Software Local area network Internet
- 4. Background: Technical changewas concerned in 1980 and 1990. • Mainframe computers were task masters PLATO system were taken in language labs, later on we got smaller, faster and more helpful desktop computers. • “Multimedia” emerged as an important tool in 21st century. CALL is helpful in exploring simulated worlds and in building presentations. CALL emerged Content based learning Task based learning were possible Authentic communication-other learners around the world- possible -CALL
- 5. Research: Comparative studies 1. A Significant interest of early CALL studies was the comparison of Computer-enhanced classes with traditional or conventional classes. 2. For ex: Possible problems of researchers who compares class contacting ‘key pals’ using email to conventional letter writing class. 3. Warschauer-avoids- comparing-informal online writing with face-to-face classroom discussion. 1. Another area of interest is comparing Computer use with other technologies. 2. For ex: Computer based listening activities and audio-taped language materials in ‘Traditional’ language lab. 3. In Audio lab, student spent 50 % more time where as Computer assisted students spent less time.
- 6. Linguistic Analysis andSkills Acquisition: Researchers examined- Computers enhanced the instructed acquisition. Helps in Pronunciation, grammatical structures and lexical items. Examine reading comprehension skills, uses conversational analysis in web based activities. Holliday examined – student’s email from the SL –Lists, comparing it with personal letters and telephone conversation.
- 7. The Computer asa Research Tool
- 8. Motivation • Motivationhas been a pervasive theme in CALL. • Jakobsdottir and Hooper found- when computers ‘read’ a text aloud, learner’s listening skills and motivation improves.
- 9. Practice: Drill, Grilland Computer adaptive tests Computer- patient, obedient task master One can create- one’s own interactive drills, testes. Either software or internet based. Computer adaptive tests can be taken: TOEFL(Test of English as a Foreign Languages) CAT CBT
- 10. The four skills,grammar and Vocabulary • Besides infinite patience and immediate feedback, tutorial and drill on the computer can provide more than a teacher in the classroom. Phonetics and phonology Speaking skills Listening skills Concordance programs Reading skills Grammar and Vocabulary practice Writing skills
- 11. Phonetics and Phonology • Phonetics can be improved, one can listen and practice- L2
- 12. Speaking skills •Speech recognition activities allow the shy student to speak-up. • Voice and video email plays an important role in speaking skill.
- 13. Listening skill •CD-ROM and DVDs also provide audio files for the written texts, so that students may listen as they read.
- 14. Reading skill •Reading skill improves the speed of student’s reading. • As lines of texts are scrolled with predetermined timing. 1. by automating the creation of cloze passages 2. by timing- student’s reading 3. by creating jigsaw paragraphs or jumbled texts
- 15. Writing skill andcomposition • Computer enhance writing process by allowing 1. Easy revision 2. Multiple drafts 3. Spell checking
- 16. Grammar and VocabularyPractice • Grammar and Vocabulary Games motivates learners. • Ex: Puzzlemaker
- 17. Concordance programs •Another means to Vocabulary and Grammar practice is Concordance programs • Ex. Programmers Mills and Salzmann(1998) have developed What is it effect an online concordance, Grammar Safari.
- 18. Authenticity, tasks, contentand strategies • CALL practitioners stress the importance of authentic language and audience. • A more elaborate opportunities for using authentic language is the multi-user object-oriented (MOO) environment, where students enter a virtual reality. • An important trend in the use of content to built language skills. • Wide range of content is available on the internet for adaptation to language lessons. • Ex: Ready- made teaching materials and online lessons
- 19.
- 20. Current and Futuretrends and Directions • In some parts of the world online education and information through wireless- services are made possible • It is feared that technology may replace teachers. • Where computers takes the role of teacher, teacher could be guide and mentor to encourage students.