WHAT IS CALL?
- 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).
- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
- 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).
- Given the breadth of what may go on in computer-assisted language learning (CALL), a definition of CALL that accommodates its changing nature is any process in which a learner uses a computer and, as a result, improves his or her language (Beatty, 2003, p. 7).
- CALL has come to encompass issues of materials design, technologies, pedagogical theories and modes of instruction. Materials for CALL can include those which are purpose-made for language learning and those which adapt existing computer-based materials, video and other materials (Beatty, 2003, pp. 7-8).
Types of CALL Activities
multiple-choice & true/false quizzes
gap-filling exercise/cloze
matching
re-ordering/sequencing
crossword puzzles
games
simulations
writing & word-processing
concordancing
web quests/searching
web publishing
online communication (synchronous and asynchronous)
multiple-choice & true/false quizzes
gap-filling exercise/cloze
matching
re-ordering/sequencing
crossword puzzles
games
simulations
writing & word-processing
concordancing
web quests/searching
web publishing
online communication (synchronous and asynchronous)
STAGES OF CALL
1. Behavioristic CALL (from 1960s to 1970s): a behaviorist model of language learning based on habit
formation, replicated the teaching techniques of structural linguistics and the audio-lingual method.
2. Communicative CALL (from the end of 1970s to 1990s): communicative use of the language rather than mastery of isolatedforms.
3. Cognitive CALL (from the early of 1990s to the middle of 1990s ): aimed to stimulate students' motivation,critical thinking, creativity, and analytical skills rather than merely the achievement of a correct answer or the passive comprehension of meaning.
4. Integrative CALL(from the middle of 1990s to ):Vygotskyan sociocultural model of language learning:interaction is regarded as essential for the creation of meaning.
1) Learner autonomy: students learn better when they discover things through their own efforts rather than when they receive knowledge passively through instruction.
2) Tool for language learning to an end for meanlingful purpose: from language-learning software and CD-ROMs to Web-based activities that learners flexible, self-paced access to information.
(source: Sandra Fotos& Charles Browne, New Perspectives on CALL for Second Language Classrooms New Jersy: LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004(4-7))
Notes: 1. The stage of CALL progressed with the change of teachinging theory of second language.
2. The improvement of technology push the the progress of CALL. Or can we say the technology pushed the progress of theory of second language teaching and learning?
formation, replicated the teaching techniques of structural linguistics and the audio-lingual method.
2. Communicative CALL (from the end of 1970s to 1990s): communicative use of the language rather than mastery of isolatedforms.
3. Cognitive CALL (from the early of 1990s to the middle of 1990s ): aimed to stimulate students' motivation,critical thinking, creativity, and analytical skills rather than merely the achievement of a correct answer or the passive comprehension of meaning.
4. Integrative CALL(from the middle of 1990s to ):Vygotskyan sociocultural model of language learning:interaction is regarded as essential for the creation of meaning.
1) Learner autonomy: students learn better when they discover things through their own efforts rather than when they receive knowledge passively through instruction.
2) Tool for language learning to an end for meanlingful purpose: from language-learning software and CD-ROMs to Web-based activities that learners flexible, self-paced access to information.
(source: Sandra Fotos& Charles Browne, New Perspectives on CALL for Second Language Classrooms New Jersy: LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS 2004(4-7))
Notes: 1. The stage of CALL progressed with the change of teachinging theory of second language.
2. The improvement of technology push the the progress of CALL. Or can we say the technology pushed the progress of theory of second language teaching and learning?
Current situation
1. In 2004, the Chinese Ministry of Education, for the first time, formally stated the role of the computer and networking in its revised College English Teaching Syllabus (CETS) which would be the guide for English teaching in mainland China.
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The software for CALL
Software for learning vocabulary
1. This software can be used on computer and they have different level of vocabulary learning from primary school to GRE, TOFEL. The sofrware provide the learners the opportunity to review the words according to memorizing theory. At the same time, there are many different kinds of activities offered such as games, songs and movies. These are very helpful for learners to remember so many English words.
2. Compared to the traditional ways of remembering words, the software is effective for recording the learners' learning process and can activate the learners' motivation to memorize the words.
3. Some software can offer the model sentences and even stories for the new words. These sentences or stories are important for learners to learn the new word in situation.
2. Compared to the traditional ways of remembering words, the software is effective for recording the learners' learning process and can activate the learners' motivation to memorize the words.
3. Some software can offer the model sentences and even stories for the new words. These sentences or stories are important for learners to learn the new word in situation.
Software for listening
1. The listening materials are rich and the speed can be controlled by the learners.
2. Some of the software download their material from the internet. That means the learners can get the authentic materials.
3. There are translation and words explanation for difficult language points.
2. Some of the software download their material from the internet. That means the learners can get the authentic materials.
3. There are translation and words explanation for difficult language points.
Software for speaking
1. The software Aboboo is free for downloading and using for English learners. 2. It focus on training speaking in different ways. learners can follow the original pronunciation and the computer can record your pronunciation. Then the computer will score your pronunciation with comparison with the original one. learners can check their pronunciation and improve it again and again. 3. learners can check the spectrum of their sound to find the difference in tone, stress and intonation. 4. There are many other learning activities such as dictation of the sentences or words, sentence making. 5. The speaking materials can be downloaded from the internet or made by the learners. 6. The computer can record the learner's every steps of learning and assess their learning automatically. |
Challenge for CALL in China
1. Not every English learner has a computer. Some students in rural part of China have never used a computer before they go to college.
2. It is difficult for English learners stay before the screen for long time because they are always attracted by the entertainment function of computer.
3. Some learners are confused about the operation of the software without proper guidance.
2. It is difficult for English learners stay before the screen for long time because they are always attracted by the entertainment function of computer.
3. Some learners are confused about the operation of the software without proper guidance.