As the development of technology in many
fields in our daily life, the technology in education is also developing.
Nowadays, the learning process of many subjects in school are using technology,
so that in language learning.
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| taken from : http://call.canil.ca/koine/teachers.html |
Now, we know the term “CALL”. CALL is
the abbreviation for Computer-Assisted Language Learning. In a simple
definition, CALL can be stated as the learning process of language that is
helped by computer. Below are some sites and their post that give definition
and explanation about CALL :
The post of CALL in this website
gives explanation about what CALL is, types of CALL programs and activities
that can be applied in the classroom , the development of CALL in language
learning, and about how computers can help in the language learning in the
classroom.
This website gives the definition
of CALL from some experts, for examples :
· Computer-assisted language
learning (CALL) was the expression agreed upon at the 1983 TESOL convention in
a meeting of all interested participants. This term is widely used to refer to the
area of technology and second language teaching and learning despite the
fact that revisions for the term are suggested regularly (Chapelle, 2001, p. 3).
· Computer Assisted Language
Learning (CALL) may be defined as the search for and study of applications
of the computer in language teaching and learning (Levy, 1997, p.1).
Some types of CALL Programs that are mentioned in this website :
· CALL-specific software:
applications designed to develop and facilitate language learning, such as
CD-ROMs, web-based interactive language learning exercises/quizzes (see CD-ROM examples for language learning)
· Generic software: applications
designed for general purposes, such as word-processors (Word),
presentation software (PowerPoint, see an e-book made by students "Many Moons"), and spreadsheet (Excel),
that can be used to support language learning.
Through this website, we know that
we not only can do language learning by using hardware of computer, but also
can do language learning by using software or program in the computer. For example,
we can use internet to support language learning.
Below is some paragraphs from this
internet that shows the use of internet in language learning :
There are many advantages in using the Internet, as
seen in Fox (1998), Singhal (1997) and Warschauer (1997). First, taking part in
the Internet is intrinsically motivating for students, since they see it as a
trendy and useful tool, enabling them to be connected with the world. As
English is the main language in the Internet, learners begin to appreciate the
usefulness in learning the language.
Using the net also gives students control over their
learning, enabling them to go at their own pace and choose their paths
according to their individual needs, which may also be motivating. It helps in
promoting learner independence and the development of learning strategies,
provided that learners receive appropriate guidance.
Secondly, the World Wide Web (WWW) give students
instant access to a wide range of authentic material, from newspaper and
magazine articles to radio broadcasts and informal chat-rooms, and also to
material prepared specially for learners, such as grammar, pronunciation and
vocabulary exercises and tests. Apart from retrieving information from the
Internet, learners can also create their own materials, such as projects, and
share them with partner classes or with the general public. This possibility
also adds a great deal of interest, as learners communicate with a real
audience.
This website provides a pdf
document that can be downloaded. That pdf document is written by Philip
Hubbard. Through this website, or that pdf document, we can know how CALL is
found and language skills that can be improved through CALL.
Some language skills that can be
improved by CALL, for examples :
· Listening,
speaking and pronunciation
The addition of sound to computers
in the 1980s brought listening away from the linear tape and allowed the
blending of onscreen graphics and text, leading to multimedia environments.
Digitized speech and video offer
greater control for the listener, and the addition of technologies for
supporting meaning, such as L1 and L2 captions, glosses and explanatory notes,
can improve both immediate comprehension and acquisition (Borrás and Lafayette,
1994). Thanks to the World Wide Web, today learners of almost any language can
find a wealth of authentic audio and video to listen to for both language and
culture. There are also dedicated listening exercises for many languages, many
of them free, though their pedagogical quality varies considerably. Because of
this, listening is a growth area for CALL, a way for learners to connect
directly with the local culture of the language they are studying. In the
context of online listening, Robin remarks, ‘in the immediate future – the next
five to ten years – the frontier in language learning and technology will not be
found in what program does what better, but rather which students use off-the-shelf technology
to best facilitate their own learning in their own learning style’ (2007: 109).
Until recently, speaking practice in a CALL setting has largely been of two types:
pairs or groups of students speaking to one another as they sit in front of a
computer engaged in a task, or individual students using the computer to record
their voice, often in the context of pre-determined dialogues. Automatic speech
recognition (ASR) has allowed for a few limited spoken dialogue systems (such
as Subarashii for beginning Japanese (Bernstein, Najmi and Ehsani, 1999)).
Through this website, we can know
that CALL has some kinds, for examples :
The first phase of CALL, conceived in the 1950s and implemented in the
1960s and '70s, was based on the then-dominant behaviorist theories of learning.
Programs of this phase entailed repetitive language drills and can be referred
to as "drill and practice" (or, more pejoratively, as "drill and
kill").
The rationale behind drill and practice was not totally spurious, which
explains in part the fact that CALL drills are still used today. Briefly put,
that rationale is as follows:
·
Repeated exposure to the
same material is beneficial or even essential to learning
·
A computer is ideal for
carrying out repeated drills, since the machine does not get bored with
presenting the same material and since it can provide immediate non-judgmental
feedback
·
A computer can present
such material on an individualized basis, allowing students to proceed at their
own pace and freeing up class time for other activities.
The second phase of CALL was based on the communicative approach to
teaching which became prominent in the 1970s and 80s. Proponents of this
approach felt that the drill and practice programs of the previous decade did
not allow enough authentic communication to be of much value.
One of the main advocates of this new approach was John Underwood, who in
1984 proposed a series of "Premises for 'Communicative' CALL" (Underwood 1984:52). According to Underwood, communicative
CALL:
·
focuses more on using
forms rather than on the forms themselves;
·
teaches grammar implicitly
rather than explicitly;
· allows and encourages
students to generate original utterances rather than just manipulate
prefabricated language;
· does not judge and
evaluate everything the students nor reward them with congratulatory messages,
lights, or bells;
Another critic of behavioristic CALL, Vance Stevens, contends that all CALL
courseware and activities should build on intrinsic motivation and should
foster interactivity - both learner-computer and learner-learner(Stevens 1989).
This
website also provides us with some terms and their meaning that might we meet
in the process of language learning by using CALL. We also can know the role of
computer in the CALL class, like computer as tool, and computer as tutor.
This website gives us the history
of CALL founding. Through this website, we can know that CALL has development
in its process :
·
Traditional CALL
Traditional
CALL programs presented a stimulus to
which the learner had to provide a response. In early CALL programs the stimulus was in the
form of text presented on screen, and the only way in which the learner could
respond was by entering an answer at the keyboard. Some programs were very
imaginative in the way text was presented, making use of color to highlight
grammatical features (e.g. gender in French and case endings in German) and
movement to illustrate points of syntax (e.g. position of adjectives in French
and subordinate clause word order in German). Discrete error analysis and feedback were
a common feature of traditional CALL, and the more sophisticated programs would
attempt to analyse the learner's response, pinpoint errors, and branch to help
and remedial activities. A typical example of this approach is the CLEF package for learners of French, which
was developed in the late 1970s and early 1980s by a consortium of Canadian
universities. An alternative approach is the use of Artificial Intelligence (AI) techniques to parse the learner's response - so-called
"intelligent CALL" (ICALL) - but there is a gulf between those who favor
the use of AI to develop CALL programs (Matthews 1994)
and, at the other extreme, those who perceive this approach as a threat to
humanity (Last 1989:153).
·
Explorative CALL
More
recent approaches to CALL have favoured a learner-centred, explorative approach rather than a
teacher-centred, drill-based approach to CALL. The explorative approach is
characterised by the use of concordance programs in
the languages classroom - an approach described as Data-Driven Learning (DLL) by Tim Johns (Johns & King 1991).
There are a number of concordance programs on the market, e.g. MonoConc, Concordance,Wordsmith and SCP - all of which are described in ICT4LT
Module 2.4, Using concordance programs in the modern foreign languages
classroom: http://www.ict4lt.org/.
See also Tribble & Jones (1990). The
explorative approach is widely used today, including the use of Web concordancers and other Web-based CALL activities.
·
Multimedia CALL
Early
personal computers were incapable of presenting authentic recordings of the
human voice and easily recognizable images, but this limitation was overcome by
combining a personal computer and a 12-inch videodisc player, which made it
possible to combine sound, photographic-quality still images and video
recordings in imaginative presentations - in essence the earliest manifestation
of multimedia CALL. The
result was the development ofinteractive videodiscs for language learners such as Montevidisco (Schneider & Bennion
1984), Expodisc (Davies 1991),
and A la rencontre de Philippe (Fuerstenberg 1993),
all of which were designed as simulations in which the learner played a key
role.
·
Web-based CALL
In
1992 the World
Wide Web was launched,
reaching the general public in 1993. The Web offers enormous potential in
language learning and teaching, but it has some way to go before it catches up
with the interactivity and speed of access offered by CD-ROMs or DVDs,
especially when accessing sound and video files. For this reason, Felix (2001:190)
advises adopting hybrid approaches
to CALL, integrating CD-ROMs and the Web and running audio conferencing and
video conferencing in conjunction with Web activities. The Web Enhanced
Language Learning (WELL) project, which has been funded under the FDTL
programme of the HEFCE, aims to promote wider awareness and more effective use
of the Web for teaching modern languages across higher education in the UK. The
WELL website provides access to high-quality Web resources in a number of
different languages, selected and described by subject experts, plus
information and examples on how to use them for teaching and learning.
The post of this website also gives us
information about professional associations throughout the world that might
help the process of CALL in the learning process. Those professional
associations, for examples :
· EUROCALL: The leading European professional
association for CALL. The ReCALL journal
is published by Cambridge University Press on behalf of EUROCALL: http://www.eurocall-languages.org
·
CERCLES: The European Confederation of
Language Centres in Higher Education. http://www.cercles.org/.
CERCLES embraces a similar constituency to IALLT in North America.
·
CALICO: The leading North American
professional association for CALL. Publishes the CALICO Journal:http://www.calico.org/
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| taken from : http://misterpeters.pbworks.com/w/page/34986347/http://misterpeters.pbworks.com/w/page/34986347/ |
That
are some websites that can give information to us about Computer-Assisted Language
Learning or famous with the term “CALL”. By using CALL, the learning process of
language can be easier.
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