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Using Computers in the Language Classroom

Using Computers in the Language Classroom. Lecture # 28. Review of Lecture 27. Course books are prepackaged, published books used by the students and teacher as the primary basis for a language course. Principles for Using a Course book: Understand how the course book is organized

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Using Computers in the Language Classroom

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  1. Using Computers in the Language Classroom Lecture # 28

  2. Review of Lecture 27 • Course books are prepackaged, published books used by the students and teacher as the primary basis for a language course. • Principles for Using a Course book: Understand how the course book is organized Adapt the material SARS S= Select; what parts of the course book do you definitely want to keep? A= Adapt; What parts of the course book do you basically want to keep, but need to change in some way to make them more suitable for your students, and in tune with your teaching style? R= Reject; What parts of the course book do you definitely want to leave out. S= supplement; what else do you need to bring to the course book to fulfill the requirements of the overall syllabus your are working to, and to respond to the needs of your particular students

  3. Review of lecture 27 • Prepare the learner • Monitor and follow up • Build repertoire Class room techniques and tasks • Survey or map the territory • Group prioritizing • Personalizing • Format shift

  4. What is CALL? Any process in which a learner uses a computer and as a result improve his or her language. It is closely related to many other disciplines and the computers. CALL is an important element of teaching and learning. CALL has become integrated into research on and the practice of the general skills. RS,SS, WS and LS. CALL is popular both in and out of the classroom Related terms and acronyms. Computer Aided instruction (CAL) Computer Assisted Learning (CAL) Computer Assisted Language instruction (CALI) Computer Assisted language Teaching or testing (CALT)

  5. What is CALL? • Computer adaptive teaching or testing • Computer based training. (CBT) • Computer mediated Communication (CMC) • Intelligent Computer assisted language learning. (ICALL)

  6. Background to Teaching with CALL CALL inLanguage classroom evolved with the computer technology. In some language classroom, CALL is relatively unchanged from the behaviorist directives of the 1950s. The most traditional and still common form of CALL programs are behaviorist computer based gap-fill drills. In computer based gap-fill drills, learners answer questions or fill in information in close exercises, where key or random words have been replaced with spaces. This approach is closely associated with B.F. Skinner (1954,1957,1968) This approach emphasized rote learning, along with the techniques of mimicry and memorization through repetitive drills. Learners are rewarded with small positive responses, often including the right to move to a new level of drill.

  7. Background to Teaching with CALL Skinners’ behaviorist theories found practical application in programmed instruction or programmed learning. Skinner (1968) suggested the machine was ahead of its time, but supported the idea of machine instruction as a way of increasing learner autonomy to avoid an essential problem, the pace of instruction in a group of leaners whose comprehension and learning rates are at different levels. Beyond Behaviorism pshychologist F.C Barlett first proposed the idea of schema theory in 1932, Nunan (1993) defines schema theory as “ A theory of language processing which suggests that discourse is interpreted with reference to the background knowledge of the reader or listener”

  8. Background to Teaching with CALL Constructivism: Schema theory is the foundation of constructivism. In constructivist approach, a software program draws on the expertise of the learner and builds on it, offering multiple paths of inquiry and different ways of looking at the same problem or challenge. A typical constructivist program involves the learner in a kind of a quest, in which the teaching and learning objectives are achieved almost as a peripheral consequence of completing some other task.

  9. Principles for Teaching CALL • Evaluate the appropriateness of the software program or computer based resources (e.g. game or web site) i) Expertise Learners who determine what they know and do not know about a task are more likely to engage in productive work. ii) Motivation Learners are usually faced with extrinsic motivation and manufacture intrinsic motivation when it suits them. Teachers and learners need to create motivation through establishing goals and understanding how CALL activities can help achieve them.

  10. Principles for Teaching CALL Program Objectives: Is it clear what the program aims to accomplish in terms of learning? Are these objectives realistic? Target Audience Much target material is aimed at specific audience; business people or primary students. Cognitive overhead: How difficult is it to use the program? Cost: is the program worth it? Pedagogical approach: Is the program behaviorist or constructivist?

  11. Principles for Teaching CALL • Authenticity Does the program make use of authentic materials and situations? Do these materials relate to the experiences of the learners? Feedback: How does the program offer feedback? Role of the learner/teacher What is expected of the learner? What is expected of the teacher? Self Study/Classroom: Is the program intended for self study or classroom use? Technological appropriateness: Does the program require extra hardware or software to make it work efficiently

  12. Principles for Teaching CALL Create an environment in which CALL is supported • Arrange the CALL classroom to maximize interactions • Ensure easy access to CALL

  13. Principles for Teaching CALL Monitor Learner Participation in CALL programs and encourage autonomy. Determine roles When learners work together at the computer, they often select roles for themselves. Leaner can consider computer as a teacher. Encourage Responsibility: There is seldom enough time or resources for comprehensively learning a language in a classroom.

  14. Principles for Teaching CALL Encourage the use of CALL programs as a starting point for collaboration and learner interaction. Encourage collaboration Have learners use the computer as an area for brainstorming. This is made more effective as the learners simultaneously search for information to aid in discussions.

  15. Classroom techniques and tasks • There are several taxonomies to classify CALL techniques. • One taxonomy, offered by Chandler (1984) is based on how much control there is between the program and the learner: • Tutorial/Hospital model: user as patient • Games/funfair model: user as emulator • Simulation games/drama model: user as role player. • Experimental simulation/laboratory model: user as tester • Content-free tools resource/center model: user as artist or researcher • Programming language /workshop model: user as inventor Examples of Simple CALL techniques and programs

  16. Classroom techniques and tasks • Internet treasure hunt • Concordance:/concordancing It is a process of looking at relationship among words. Email pen pals Chatlines…..quick messages… Thesaurus Companion websites…. Language learning websites…..CALL in classroom…….see your handbook…

  17. Summary Any process in which a learner uses a computer and as a result improve his or her language. It is closely related to many other disciplines and the computers. CALL is an important element of teaching and learning. CALL has become integrated into research on and the practice of the general skills. RS,SS, WS and LS. CALL is popular both in and out of the classroom. Principles of teaching CALL: • Evaluate the appropriateness of the software program or computer based resources (e.g. game or web site)

  18. Summary • Authenticity Does the program make use of authentic materials and situations? Do these materials relate to the experiences of the learners? Feedback: How does the program offer feedback? Role of the learner/teacher What is expected of the learner? What is expected of the teacher? Self Study/Classroom: Is the program intended for self study or classroom use? Technological appropriateness: Does the program require extra hardware or software to make it work efficiently

  19. Summary Create an environment in which CALL is supported • Arrange the CALL classroom to maximize interactions • Ensure easy access to CALL: Classroom techniques: • Internet treasure hunt • Concordance:/concordancing It is a process of looking at relationship among words. Email pen pals Chatlines…..quick messages… Thesaurus Companion websites…. Language learning websites…..CALL in classroom…….see your handbook…

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