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- 1. COMPUTER ASSISTED LEARNING ALLPPT.com _ Free PowerPoint Templates, Diagrams and Charts
- 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
- 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
- 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
- 39. INNOVATIVE STRATEGIES AND TECHNIQUES OF LANGUAGE INSTRUCTIONAL PROCESS
- 40. INNOVATIVE TEACHING TECHNIQUES Flip the Classroom Personalized Learning Project-Based Learning (PBL) Inquiry-Based Learning Jigsaws Feed back Active learning Ask Open-Ended Questions Peer Teaching Blended Learning