E-C-402 English Language Teaching - 2

Assignment Paper: - E-C-402 English Language Teaching – 2

Topic                     : - CALL

Student’s name    : - Makwana Jayshri D.

Roll no                  : - 14

URL                      :-makwanajayshri261011.blogspot.com

Semester              : - 4

Batch                    : - 2011-12

                                  Submitted to,

                                                Dr. Dilip Barad

                                                Department of English

                                                Bhavnagar University.

 

Computer - assisted Language Learning (CALL)

                 Much of the early history of computers in language learning, in the 1980s and 1990s, was concerned with keeping abreast of technological change. Mainframe computers were at first seen as the task maker: a number of content courses, particularly in English grammar and computer science were provided by the Plato system (Bitzer 1960) at many universities. At the start of twenty - first century 'multimedia' has become virtually synonymous with ' computer’. With these changes, issues in computer - assisted language learning (Call) have also evolved from an early emphasis on how to use the new technology to research on technology's effects on learning. Higgins and Johns (1984) framed the major debate of the 1980s and early 1990s over whether the computer was 'master' of or ‘slave’ to the learning process: Was the computer to be a replacement for teachers, or merely an obedient servant to student? Coincidental with the development of the multimedia personal computer were the changes in our understanding of the teaching and learning of languages. Communicative approaches, content- based learning and task based learning are all enhanced by the use of the computer. Call has branched out in many ways in communicative pedagogy. Technology–enhanced language learning was given a huge theoretical boost when Sydney papert (1993) – creator of the computer language Logo- and others applied the principles of Dewey (1938) and Piaget (1950) to the use of computers. ‘Constructivism’ involves the use of problem- solving during tasks and projects, rather than or in addition to direct instruction by the teacher. In Call this theory implies learning by using computer tools to explore simulated worlds, to build presentations and websites that reflect on personally engaging and significant topics, and to undertake authentic communication with other learners around the world. The chaotic information of the internet, with its largely native-speaker-oriented content recourses, enhances the necessity for students to deploy schema and strategies for efficient learning. Technology thus becomes an ‘environment’ for learning, as well as both tutor and tool. (Egbert and Hanson-smith 1999; see also chapter 30 of this volume)

The Emergence of Call:-

               A definition of call that accommodates its changing nature is any process in which a leaner uses a computer and, as a result, improves his or her language. Although this definition might seem unworkably large, it at least encompasses a broad spectrum of current practice in the teaching and learning of language at the computer. An awareness of this spectrum allows learners, teachers and researchers to recognize appropriate materials and methodologies and adapt others to various teaching and learning styles.

Behaviorist CALL

In the 1960's and 1970's the first form of computer-assisted Language Learning featured repetitive language drills, the so-called drill-and-practice method. It was based on the behaviorist learning model and as such the computer was viewed as little more than a mechanical tutor that never grew tired. Behaviorist CALL was first designed and implemented in the era of the mainframe and the best-known tutorial system, PLATO, ran on its own special hardware. It was mainly used for extensive drills, explicit grammar instruction, and translation tests (Ahmad, et al., 1985).

Communicative CALL

Communicative CALL emerged in the 1970's and 1980's as a reaction to the behaviorist approach to language learning. Proponents of communicative CALL rejected behaviorist approaches at both the theoretical and pedagogical level. They stressed that CALL should focus more on using forms rather than on the forms themselves. Grammar should be taught implicitly and students should be encouraged to generate original utterances instead of manipulating prefabricated forms (Jones & Fortescue, 1987; Philips, 1987). This form of computer-based instruction corresponded to cognitive theories which recognized that learning was a creative process of discovery, expression, and development. The mainframe was replaced by personal computers that allowed greater possibilities for individual work. Popular CALL software in this era included text reconstruction programmers and simulations.

Integrative CALL

The last stage of computer-assisted Language Learning is integrative CALL. Communicative CALL was criticized for using the computer in an ad hoc and disconnected fashion and using the computer made 'a greater contribution to marginal rather than central elements' of language learning (Kenning & Kenning, 1990: 90). Teachers have moved away from a cognitive view of communicative language teaching to a socio-cognitive view that emphasizes real language use in a meaningful, authentic context. Integrative CALL seeks both to integrate the various skills of language learning (listening, speaking, writing, and reading) and to integrate technology more fully into language teaching (Warschauer & Healey, 1998). To this end the multimedia-networked computer provides a range of informational, communicative, and publishing tools that are potentially available to every student.

    The Four skills, grammar, vocabulary and Call:-

                     The term “Study Skills” a general term, which encompasses a wide? Variety of traits is associated with personal growth and development ranging from attitudes to behaviours.Study Skills are skills acquired for the purpose of self-development or for a good career. On the academic front, new learning styles, networking with other students, acquiring communication skills, ability to listen to lectures with concentration, reading a book and taking notes, participating in classroom activities are some of the study skills. The focus of teaching these skills centers on the individual academic or personal growth. The basis for success in academics is hard work, disciplined studying and acquiring the ability to critically assess. As

Time is very precious, time management can also be considered as a Study Skill. Study Skills also include reading academic texts efficiently and effectively; taking notes from lectures and books; doing basic research; using library or computer-based resources; writing academic papers; taking part in discussions; presenting papers; managing study time and preparing for examinations. Encouraging students to be creative and appreciating innovation in students motivate students to excel at what they are doing. Teaching them to plan projects inculcates a sense of responsibility and helping them to manage these projects infuses a sense of accountability. By giving focus to these different types of study skills the communication skills of learners can also be developed by using CALL.

   Grammar and Vocabulary Practice:-

         Beyond naked drills and exercises, teachers find that grammar and vocabulary games can be very motivating for learners in twos or three around one computer screen; e.g. Puzzle maker allows users to on line based on their own word list.

Advantages of a CALL classroom

ü  Computer Assisted Language Learning enhances the motivation level of students.

ü  Teachers can customize any CALL program to the syllabus or course design that they are using to increase the level of proficiency in students.

ü  Computers are useful in-group activities as well as in imparting individualized instruction, which is rarely possible in a traditional classroom.

ü  There are no limitations with regard to practice-sessions or time. Students can have as many practice-sessions as they wish, repeat the tasks any number of times to acquire mastery and select the material according to their individual requirements. Thus the computer is an efficient learner-centered device.

ü  It has a powerful self-access facility and gives immense scope for self learning.

          Teachers in language classes give students exercises to write. Students most often devise or correct the scripts immediately even though they are incorrect. The computer helps to reduce this handicap. CALL software has tutorial modes, which help the students explore the correct answers and learn from the errors they make. As computers can store, access and analyze more data than books, they create a technology enabled exciting learning environment. Computers maximize learning opportunities for their students.

   ADVANTAGES

               The immediate feedback given by computers helps the students to analyze patterns in the language. The novelty that is an integral part of CALL programmers increases the motivational level of students. CALL programmes besides helping the learner to learn a foreign language or a second language, also provides some computer literacy which is becoming essential in a technological era, and could be of great help in the future training and career prospects. CALL programmes provide the information requested in a very short time, almost instantaneously. By using CALL method the students will not only learn more number of words but also the usage of those words as well. The advantage of using CALL method is that they can do the entire study skill activity at their own pace and time using their own learning styles and strategies. Also, integrating CALL with language teaching provides the learner with an opportunity to become part of the skills. They are learning and address their subject related issues by the study skills approach. Having introduced to CALL method of learning at the tertiary level, the learners will continue the exercise of study skills approach and achieve distinctive mastery in their subjects when they come to their higher semesters.

LIMITATIONS

                 The computer is a means of communication between the programmer and the user. However in this analogy, the author and the programmer do not mostly share similar concerns. While the author is bound to be a subject expert, the programmer is mostly a technician. This gap between the author and the programmer is responsible for inappropriate lesson content, poor documentation, errors in format and content, improper feedback, etc. found in some CALL materials. Likewise, in most of the software packages, there is little chance for the teacher to add or modify the existing programmes, even if he wishes too, since most of its locked to prevent pirating. And for the few of those who develop their own material, the time spent on preparation and programming can be quite lengthy running to hours and days. But, these limitations or problems should be seen in the backdrop of a development stage of computerisation. The next generation of teachers and learners will be part of a computer generation. They will take for granted the skills demanded by computer technology and handle them as coolly as switching on a tape recorder or watching a television.

      CONCLUSION

The language teacher, who has the prime objective to develop study skills in learners, seeks to make an effective use of the computer-assisted language learning method. An analysis of the methods discussed so far leads the researcher to conclude that it is ultimately the teacher who has to be more innovative, more resourceful, and more thoughtful to create awareness in students about the importance of the study skills in English and to provide opportunities to practice the language by using CALL. Computers make excellent teaching tools, especially in teaching languages in any aspect, be it vocabulary, grammar, composition, pronunciation, or other linguistic and pragmatic-communicative skills. The major benefits offered by computer in enhancing language acquisition apparently outweigh its limitations.