Definitions of CALL/CALT: 1.CALL: Computer-assisted language learning (CALL) is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element.
S. "http://en.wikipedia.org/wiki/Computer-assisted_language_learning
2.CALL Computer Assisted Language Learning (CALL) is often perceived, somewhat narrowly, as an approach to language teaching and learning in which the computer is used as an aid to the presentation, reinforcement and assessment of material to be learned, usually including a substantial interactive element. Levy (1997:1) defines CALL more succinctly and more broadly as "the search for and study of applications of the computer in language teaching and learning". Levy's definition is in line with the view held by the majority of modern CALL practitioners. For a comprehensive overview of CALL see ICT4LT Module 1.4, Introduction to Computer Assisted Language Learning (CALL):
S. http://www.geocities.com/call_uksw/WhatisCALL-Davies.doc
CALT/(CAI): Teaching process in which a computer is used to enhance the education of a student. horizon.unc.edu/projects/resources/glossary.asp The use of computers to aid in the delivery of instruction in which the system allows for remediation based on answers but not for a change in the underlying program structure. www.neiu.edu/~dbehrlic/hrd408/glossary.htm Instruction delivered with the assistance of a computer. The student interacts with the computer and proceeds at his or her own speed. CAI software is commonly classified into these categories: drill-and-practice; tutorial; simulation; educational games; problem solving; applications. oregonone.org/glossary.htm
History of CALL/CALT:
1The History of CALL website traces the development of CALL from its origins on mainframe computers in the 1960s to the present day: http://www.history-of-call.org Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies, especially multimedia and communications technology. An alternative term to CALL emerged in the early 1990s, namely Technology Enhanced Language Learning (TELL), which was felt to provide a more accurate description of the activities which fall broadly within the range of CALL. The term TELL has not, however, gained as wide an acceptance as CALL. Typical CALL programs present a stimulus to which the learner must respond. The stimulus may be presented in any combination of text, still images, sound, and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. The computer offers feedback, indicating whether the learner’s response is right or wrong and, in the more sophisticated CALL programs, attempting to analyse the learner’s response and to pinpoint errors. Branching to help and remedial activities is a common feature of CALL programs. Wida Software (London, UK) was one of the first specialist businesses to develop CALL programs for microcomputers in the early 1980s. Typical software of the first generation of CALL included Wida's "Matchmaster" (where students have to match two sentence halves or anything else that belongs together); "Choicemaster" (the classic multiple-choice test format); "Gapmaster" (for gapped texts); "Textmixer" (which jumbles lines within a poem or sentences within a paragraph); "Wordstore" (a learner's own private vocabulary database, complete with a definition and an example sentence in which the word to be learned is used in a context); and "Storyboard" (where a short text is blotted out completely and has to be restored from scratch). Wida's packages continue to be popular and are now merged into one general-purpose, multimedia authoring program known as "The Authoring Suite": http://www.wida.co.uk Another specialist business, Camsoft (Maidenhead, UK), has enjoyed similar success with its "Fun with Texts" authoring package, which was first produced in 1985 and is now available in an updated multimedia version: http://www.camsoftpartners.co.uk Other CALL activities in the early days of computer use in schools included working with generic packages such as word-processors, which revolutionised text production assignments by enabling language learners to continually revise and have peer reviewed what they are writing before printing out the final version of their composition.
Current CALL software such as Auralog's Tell me More (http://www.auralog.com) has embraced CD-ROM and DVD technology, and there is growing interest in Webbased CALL (see Felix 2001). [edit]
Pedagogical and methodological considerations Fascinated by the new technology in the early days of CALL, many teachers focused on technological issues, neglecting pedagogical and methodological questions and not realising that innovative pedagogy and methodology were required to integrate satisfactorily the use of computers into the foreign languages curriculum. A point of criticism which could easily be refuted was the claim that students tended to be isolated from their classmates when working in a computer lab - the "battery chicken" syndrome. It was soon discovered that using computers in language classes could promote team work among students and, if planned well, could also encourage them to use the target language to communicate in front of their computers, thus increasing the time they spent practising their oral skills. See: Piper A. (1986) "Conversation and the computer: a study of the conversational spin-off generated among learners of English as a Foreign Language working in groups", System 14, 2: 187-198. Whole-class teaching, which was a feature of early CALL - because schools could only afford one computer per classroom - is now making a comeback with the introduction of interactive whiteboards. An approach to CALL that can be considered innovative is the used of concordance programs - dubbed Data Driven Learning by Tim Johns. This approach dates back to the early 1980s and is now widely used, especially by teachers of English for Speakers of Other Languages (ESOL). See Module 2.4 at the ICT4LT website, Using concordance programs in the modern foreign languages classroom: http://www.ict4lt.org/en/en_mod2-4.htm Generally speaking, however, CALL pedagogy and methodology continue to lag behind the technology. [edit]
The current situation The ICT4LT website contains a wealth of information on CALL that describes the current situation in CALL. The site was set up with the aid of European Commission funding, aiming to provide a comprehensive set of ICT training resources for language teachers: http://www.ict4lt.org kmjhei
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2. A brief history of CALL CALL's origins can be traced back to the 1960s. Up until the late 1970s CALL projects were confined mainly to universities, where computer programs were developed on large mainframe computers. The PLATO project, initiated at the University of Illinois in 1960, is an important landmark in the early development of CALL (Marty 1981). In the late 1970s, the arrival of the personal computer (PC) brought computing within the range of a wider audience, resulting in a boom in the development of CALL programs and a flurry of publications. Early CALL favoured an approach that drew heavily on practices associated with programmed instruction. This was reflected in the term Computer Assisted Language Instruction (CALI), which originated in the USA and was in common use until the early 1980s, when CALL became the dominant term. There was initially a lack of imagination and skill on the part of programmers, a situation that was rectified to a considerable extent by the publication of an influential seminal work by Higgins & Johns (1984), which contained numerous examples of alternative approaches to CALL. Throughout the 1980s CALL widened its scope, embracing the communicative approach and a range of new technologies. CALL has now established itself as an important area of research in higher education: see the joint EUROCALL/CALICO/IALLT Research Policy Statement: http://www.eurocalllanguages.org /research/research_policy.htm. See also the History of CALL website: http://www.history-of-call.org/.
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 colour 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. A Windows version of CLEF has recently been released: http://www.camsoftpartners.co.uk/clef.htm Error analysis in CALL is, however, a matter of controversy. Practitioners who come into CALL via the disciplines of computational linguistics, e.g. Natural Language Processing (NLP) and
Human Language Technologies (HLT), tend to be more optimistic about the potential of error analysis by computer than those who come into CALL via language teaching: see ICT4LT Module 3.5, Human Language Technologies: http://www.ict4lt.org/. The approach adopted by the authors of CLEF was to anticipate common errors and build in appropriate feedback. 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 favour 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 of interactive 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. The techniques learned in the 1980s by the developers of interactive videodiscs were adapted for the multimedia personal computers (MPCs), which incorporated CD-ROM drives and were in widespread use by the early 1990s. The MPC is now the standard form of personal computer. CD-ROMs were used in the 1980s initially to store large quantities of text and later to store sound, still images and video. By the mid-1990s a wide range of multimedia CD-ROMs for language learners was available, including imaginative simulations such as the Who is Oscar Lake? series: http://www.languagepub.com/. The quality of video recordings offered by CD-ROM technology, however, was slow to catch up with that offered by the earlier interactive videodiscs. The Digital Video Disc (DVD) offers much higher quality video recordings, e.g. the Eurotalk Advanced Level DVD-
ROM series: http://www.eurotalk.co.uk/. A feature of many multimedia CALL programs is the role-play activity, in which the learner can record his/her own voice and play it back as part of a continuous dialogue with a native speaker. Other multimedia programs make use of Automatic Speech Recognition (ASR) software to diagnose learners' errors, e.g. Tell Me More Pro by Auralog: http://www.auralog.com/english.html. Most CALL programs under development today fall into the category of multimedia CALL. See ICT4LT Module 2.2, Introduction to multimedia CALL: http://www.ict4lt.org/.
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: http://www.well.ac.uk/.
S. http://www.llas.ac.uk/resources/goodpractice.aspx ?resourceid=61 3.
COMPUTER-ASSISSTED LANGUAGE LEARNING IN PRE-SERVICE ENGLISH TEACHERS TRAINING Damira Jantassova Buketov Karaganda State University, Karaganda Having read the theme of the conference, the first thought, which appeared in my mind, was that only a creative teacher is able to make learner creative, so is the process of study. In this connection teacher is responsible for the quality of language education environment aimed at developing a creative individual, successfully mastered a foreign language.
It is known that the level of English proficiency in the Karaganda region leaves much to be desired. Mostly it refers to the secondary education system – schools. Having a lack of time English teacher must instruct pupils at a high methodological level, make the process of language learning innovational and creative as well as to be a well-adapted person to the new challenges of the world. To be a high qualified specialist in the field mostly depends on the quality of curricula design of training a specialist. Thus, I am going to discuss the problem of the integration in training a language teacher. Training an English teacher is the principal purpose of the department of English language teaching of the faculty of foreign languages at the Buketov Karaganda State University where I have been working for 5 years. Until quite recently, computer-assisted language learning (CALL) was a topic of relevance mostly to those with a special interest in that area. Recently, though, computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the implications of computers for language learning. Availability of different companies that develop and distribute software for FLT as well as organizations that serve a membership involved in both education and technology have contributed to the progress in this field. The State programme of development of education in the Republic of Kazakhstan till the year of 2010 proclaimed the modernization of national system of multistage and long-life education is based on integration it into world educational environment, precisely the implementation of Information Communications Technologies (ICT) in teaching a foreign language has become a priority in Kazakstani educational system as well [1]. The matter is that the effectiveness of foreign language teaching depends on teachers training curriculum and program design made by in accordance with requirements of society. Firstly it refers to using ICT, especially to developing the CALL system that is an inalienable part of integration of language teachers training curriculum. To design the curriculum of language teacher training meeting the requirements of new educational development tendencies we have to make a look back to the history of CALL development. In this way the first part of the article provides a brief overview of how computer have been used and are being used for language teaching. It focuses on the
pedagogical questions that teachers have considered in using computers in the classroom. Though CALL has developed gradually over the last 30 years, this development can be categorized in terms of three somewhat distinct stages which refer to as: behavioristic, communicative and integrative CALL. Behavioristic CALL, conceived in the 1950 and implemented in 60s and 70s, was based on the then-dominant behaviorist theories of learning. Programs entailed repetitive language drills and can be referred to as “drill and practice�. Drill and practice courseware is based on the model computer as tutor – the computer serves as a vehicle for delivering instructional materials to the student. The rational use of computer of that time provided for the following: 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. Based on these notions, a number of CALL tutoring systems were developed for the mainframe computers which were used at that time. One of the most sophisticated of these was the PLATO system, which ran on its own special PLATO hardware, including central computers and terminals. The PLATO system included vocabulary drills, brief grammar explanations and drills, and translations tests at various intervals [2]. In the late 1970s and early 1980s, behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected at both the theoretical and the pedagogical level. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The time was set for a new stage of CALL. The second stage 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" [3]. 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; avoids telling students they are wrong and is flexible to a variety of student responses; uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and will never try to do anything that a book can do just as well.
Several types of CALL programs were developed and used during this the stage of communicative CALL. First, there was a variety of programs to provide skill practice, but in a non-drill format. Examples of these types of programs include courseware for paced reading, text reconstruction, and language games [4]. Thus this represents an extension of the computer as tutor model. But - in contrast to the drill and practice programs - the process of finding the right answer involves a fair amount of student choice, control, and interaction. In addition to computer as tutor, another CALL model used for communicative activities involves the computer as stimulus [5]. In this case, the purpose of the CALL activity is not so much to have students discover the right answer, but rather to stimulate students' discussion, writing, or critical thinking. The third model of computers in communicative CALL involves the computer as tool [6] or, as sometimes called, the computer as workhorse. In this role, the programs do not necessarily provide any language material at all, but rather empower the learner to use or understand language. Examples of computer as tool include word processors, spelling and grammar checkers, and desk-top publishing programs. Of course the distinction between these models is not absolute. A skill practice program can be used as a conversational stimulus, as can a paragraph written by a student on a word processor. Likewise, there are a number of drill and practice programs which could be used in a more communicative fashion--if, for example, students were assigned to work in pairs or small groups and then compare and discuss their answers. In other words, the dividing line between behavioristic and communicative CALL does involves not only which software is used, but also how the software is put to use by the teacher and students. On the face of things communicative CALL seems like a significant advance over its predecessor. But by the end of the 1980s, many educators felt that CALL was still failing to live up to its potential. Critics pointed out that the computer was being used in an ad hoc and disconnected fashion and thus "finds itself making a greater contribution to marginal rather than to central elements" of the language teaching process [7]. These critiques of CALL dovetailed with broader reassessments of the communicative approach to language teaching. No longer satisfied with teaching compartmentalized skills or structures (even if taught in a communicative manner), a number of educators were seeking ways to teach in a more integrative manner, for example using task- or project-based approaches . The challenge for advocates of CALL was to develop models which could help integrate the various aspects of the language learning process. Fortunately, advances in computer technology were providing the opportunities to do just that. Integrative approaches to CALL are based on two important technological developments of the last decade - multimedia computers and the Internet. Multimedia technology exemplified today by the CD-ROM - allows a variety of media (text, graphics, sound,
animation, and video) to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia. That means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse. Hypermedia provides a number of advantages for language learning. First of all, a more authentic learning environment is created, since listening is combined with seeing, just like in the real world. Secondly, skills are easily integrated, since the variety of media make it natural to combine reading, writing, speaking and listening in a single activity. Third, students have great control over their learning, since they can not only go at their own pace but even on their own individual path, going forward and backwards to different parts of the program, honing in on particular aspects and skipping other aspects altogether. Finally, a major advantage of hypermedia is that it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learning strategies. For example, while the main lesson is in the foreground, students can have access to a variety of background links which will allow them rapid access to grammatical explanations or exercises, vocabulary glosses, pronunciation information, or questions or prompts which encourage them to adopt an appropriate learning strategy. An example of how hypermedia can be used for language learning is the program Dustin which is being developed by the Institute for Learning Sciences at Northwestern University [8]. The program is a simulation of a student arriving at a U.S. airport. The student must go through customs, find transportation to the city, and check in at a hotel. The language learner using the program assumes the role of the arriving student by interacting with simulated people who appear in video clips and responding to what they say by typing in responses. If the responses are correct, the student is sent off to do other things, such as meeting a roommate. If the responses are incorrect, the program takes remedial action by showing examples or breaking down the task into smaller parts. At any time the student can control the situation by asking what to do, asking what to say, asking to hear again what was just said, requesting for a translation, or controlling the level of difficulty of the lesson. Multimedia technology as it currently exists thus only partially contributes to integrative CALL. Using multimedia may involve an integration of skills (e.g., listening with reading), but it too seldom involves a more important type of integration--integrating meaningful and authentic communication into all aspects of the language learning curriculum. Fortunately, though, another technological breakthrough is helping make that possible--electronic communication and the Internet. Computer-mediated communication (CMC), which has existed in primitive form since the 1960s but has only became wide-spread in the last five years, is probably the single computer application to date with the greatest impact on language teaching. For the first time, language learners can communicate directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from school, work, or home. This communication can be asynchronous (not simultaneous) through tools such as electronic mail (e-mail), which allows each participant to compose messages at their time
and pace, or in can be synchronous (synchronous, "real time"), using programs which allow people all around the world to have a simultaneous conversation by typing at their keyboards. It also allows not only one-to-one communication, but also one-to-many, allowing a teacher or student to share a message with a small group, the whole class, a partner class, or an international discussion list of hundreds or thousands of people. CMC allows users to share not only brief messages, but also lengthy (formatted or unformatted) documents--thus facilitating collaborative writing--and also graphics, sounds, and video. Using the World Wide Web (WWW), students can search through millions of files around the world within minutes to locate and access authentic materials (e.g., newspaper and magazine articles, radio broadcasts, short videos, movie reviews, and book excerpts) exactly tailored to their own personal interests. They can also use the Web to publish their texts or multimedia materials to share with partner classes or with the general public. It is not hard to see how computer-mediated communication and the Internet can facilitate an integrative approach to using technology. The following example illustrates well how the Internet can be used to help create an environment where authentic and creative communication is integrated into all aspects of the course. The most common use of the Internet to date illustrates an integrative approach to using technology in a course based on reading and writing, since it is still predominantly a textbased medium. This will undoubtedly change in the future, not only due to the transmission of audio-visual material (video clips, sound files) WWW, but also due to the growing use of the Internet to carry out real-time audio- and audio-visual chatting. Nevertheless, it is not necessary to wait for further technological developments in order to use the Internet in a multi-skills class. The following example shows how the Internet, combined with other technologies, was used to help create an integrated communicative environment for EFL students in Bulgaria--students who until recent years had little contact with the English-speaking world and were taught through a "discrete topic and skill orientation" [9]. These Bulgarian students now benefit from a high-tech/low-tech combination to implement an integrated skills approach in which a variety of language skills are practiced at the same time with the goal of fostering communicative competence. Their course is based on a collaborative, interpreted study of contemporary American short stories, assisted by three technological tools: •
•
E-mail communication. The Bulgarian students correspond by e-mail with an American class of TESOL graduate students to explore in detail the nuances of American culture which are expressed in the stories, and also to ask questions about idioms, vocabulary, and grammar. The American students, who are training to be teachers, benefit from the concrete experience of handling students' linguistic and cultural questions. Concordancing. The Bulgarian students further test out their hypotheses regarding the lexical and grammatical meanings of expressions they find in the stories by
•
using concordancing software to search for other uses of these expressions in a variety of English language corpora stored on CD-ROM. Audio tape. Selected scenes from the stories--dialogues, monologues, and descriptions--were recorded by the American students and provide both listening practice (inside and outside of class) and also additional background materials to help the Bulgarians construct their interpretation of the stories.
These activities are supplemented by a range of other classroom activities, such as inclass discussions and dialogue journals, which assist the students in developing their responses to the stories' plots, themes, and characters - responses which can be further discussed with their e-mail partners in the U.S. The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. But as pointed out by Garrett, "the use of the computer does not constitute a method". Rather, it is a "medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented". The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use [20]. In this connection there is the only way for English teachers - to be ready to work in CALL. The content of language teachers training in the higher education must be outstripped. The specialized course that was worked out for the last years’ students of the faculty by me has its aim to develop foreign language teaching competence in CALL: to familiarize students – future language teachers – with the major applications in ICT and language learning, to provide guidance in the use of technologies in the light of recent theoretical and empirical research in the area, and to enable students to integrate ICT into their teaching in secondary and higher education as well. The course has been already taught for 2 academic years at the faculty as a University curriculum component and we can see the obvious positive outcomes in their training firstly in the process of student professional practice at schools. Key elements of this course includes the induction/needs analysis, language learning and ICT, using the Internet, reference tools (on-line dictionaries, data-base and library resources), creating web resources for language learning, authoring tools: evaluating, selecting and using them, self-directed learning environment and ICT. It’s important to note that setting up the concrete purposes of the course is deciding moment to motivate the students to study and the major part of it, I have considered, is students’ needs analysis, which should be sent back before the beginning of the course to give me a chance to adapt their materials and teaching to the needs of the specialized course students. Asking questions to the students, having passed the first professional practice at school, such as: What kind of materials do you use? Where do you find them mostly? Will you describe your preferred style of teaching? or What techniques do you use to
motivate your students? and others. And it is just the beginning, and then there is hard work that includes lecture course, seminars, laboratory activities in media and computer classes, projects and individual creative search of students on the subject [11]. Thus, as with the audio language lab "revolution" of 40 years ago, those who expect to get magnificent results simply from the purchase of expensive and elaborate systems will likely be disappointed. But those who put computer technology to use in the service of good pedagogy will undoubtedly find ways to enrich their educational program and the learning opportunities of their students.
Bibliography:
1. Государственная программа развития образования в Республике Казахстан до 2010, утвержденная Указом Президента Республики Казахстана от 11.10.2004 № 1459.
2. Ahmad, K., Corbett, G., Rogers, M., & Sussex, R. (1985). Computers, language learning and language teaching. Cambridge: Cambridge University Press. 3. Underwood, J. (1984). Linguistics, computers, and the language teacher: A communicative approach. Rowley, MA: Newbury House. 4. Healey, D., & Johnson, N. (1995b). A brief introduction to CALL. In D. Healey & N. Johnson (Eds.), 1995 TESOL CALL interest section software list (pp. iii-vii). Alexandria, VA: TESOL Publications. 5. Taylor, M. B., & Perez, L. M. (1989). Something to do on Monday. La Jolla, CA: Athelstan. 6. Brierley, B., & Kemble, I. (1991). Computers as a tool in language teaching. New York: Ellis Horwood. 7. Kenning, M.-M., & Kenning, M. J. (1990). Computers and language learning: Current theory and practice. New York: Ellis Horwood. 8. Schank, R. C., & Cleary, C. (1995). Engines for education. Hillsdale, NJ: Lawrence Erlbaum Associates. 9. Meskill, C., & Rangelova, K. (in press). U.S. language through literature: A transatlantic research project. In M. Warschauer (Ed.), Virtual connections: Online activities and projects for networking language learners Honolulu, HI: University of Hawai'i Second Language Teaching and Curriculum Center. 10. Garrett, N. (1991). Technology in the service of language learning: Trends and issues. Modern Language Journal, 75(1), 74-101. 11. Джантасова Д.Д., Егоров В.В. Программа, методические указания и задания по самостоятельной работе студентов старших курсов педагогических языковых специальностей по спецкурсу «Информационные телекоммуникационные технологии в обучении иностранным языкам». Караганда: Из-во КарГУ, 2005 – 67с.
http://64.233.179.104/search?q=cache:vqtIWLycuDAJ:www.natek.freenet.kz/new %2520texts/Jantassova.doc+%22History+of+CALL%22+%22computer+assisste d+language+learning%22&hl=en&gl=pk&ct=clnk&cd=1 Introduction Peter Mickan
Multi-media technologies enable the creation of on-line language learning environments. Today my computer assisted language learning (CALL) students will describe a number of electronic learning contexts we have developed as applications of computer assisted language learning. The environments integrate multi-media resources for interactions between students and teachers and between students and other information sites. The presentations display work in progress. How to teach language and languages, both literacy and oracy, is widely disputed. There are conflicting views of grammar, of language learning, of language development. The different views remain unresolved. This is highly problematic for those involved in education because language is perhaps the most valued semiotic system in higher education. We use language for integrating our activities, for engaging in activities which are supposed to lead to learning, and, of particular relevance to this symposium, we use language in technology. Language in fact is the integrating system in our uses of technology in education. In computer assisted language learning our approach to dealing with the conflicting assumptions about language and learning is to engage in investigations into the creation of learning environments. For this reason we have called our presentation 'Contacts and contexts' Students' learning in particular disciplines is dependent on access to the discourse resources for participation in the activities of the disciplines - they need contacts, that is involvement and experiences with the community of scholars, to develop their resources for making meaning in the disciplines. It is our task as teachers and lecturers to create contexts for active learning. This afternoon we will look at a few of the opportunities technology offers for contacts and for the creation of contexts, or learning environments, for learning. Presenting with me are four undergraduates and one postgraduate student. They are presenting the results of investigations carried out in the subject Computer Assisted Language Learning (CALL) offered by the Discipline of Linguistics. The students will show web sites which they have created as part of work requirements in CALL. [Note: for interested readers, the web site addresses can be obtained from peter.mickan@adelaide.edu.au]. Where has Computer Assisted Language Learning come from? Mike Wilkins CALL is an interdisciplinary area of study, and as such has largely been shaped by developments in other disciplines, as well as developments in technology. Disciplines influencing CALL: (Levy 1997) Applied Linguistics Artificial Intelligence Computational Linguistics Human-computer Interaction Instructional Technology and Design Psychology
CALL in the 1960s and 1970 1. Major influences: 1. empiricist theory 1. pedagogy = audio-lingualism 2. psychology = behaviourism 3. linguistics = structuralism 2. Large university-based mainframe computers, with linked workstations 3. Embryonic email capability 4. Mechanical types of vocabulary and grammar drill CALL in the 1980s 1. Major influences 1. Humanistic theories 2. Pedagogy 1. Community Language Learning 2. Total Physical Response 3. Communicative Language Teaching 2. Invention (1973) and spread of the microcomputer; limited capabilities result in many single-activity programs eg: 1. Text reconstruction 2. Gap-filling 3. Speed-reading 4. Simulation 5. Vocabulary games 3. More language teachers become programmers (particularly using BASIC) 4. Advent of HyperCard (1983) 5. Advent of word-processing programs (facilitate the writing/drafting process) 6. Advent of CD-ROM 7. Capacity for meaningful (as opposed to manipulative) CALL practice CALL in the 1990s
1. The Internet/ other networks of personal computers allow interpersonal communication via email/voicemail/netconferencing, etc 2. Multimedia programs incorporating: text/sound/video/contextual 'help' 3. Multimedia programs can be authored and run on PCs Language awareness Hamilton Ayres and Wafa Mikati The aim of this CALL project is to provide students with resources to facilitate their learning of French pronunciation. For this purpose we created a web site. A crucial aspect of French pronunciation is the proper use of 'liaison'. The web site is designed to enable students in school or university to gain control of this difficult feature of the French language. The project illustrates an approach to raising learners' awareness of liaison through the simultaneous presentation of exemplars in written and spoken forms. Learning and teaching liaison is a time consuming process and teachers are often unable to devote enough time to it in a classroom situation. Consequently, students may emerge from a French class with a sound knowledge of grammar, but their speech will remain unintelligible to a native French speaker. CALL environments offer technical and authentic resources for the self-management of learning of different aspects of discourse. In our web page students practice the use of liaison through exercises such as match up and puzzle oriented activities. Instructions are illustrated visually and presented in conjunction with historical images, graphics and cultural sites. Students receive feedback on their performance and can view reference materials, such as the 'French Phonological Alphabet' which the authors have converted into digital form, complete with sound. The ability to record voices will be added to future versions of the program, allowing students to directly analyse their own utterances. The WWW is an environment well-suited to teaching a language. It provides natural, authentic language environments under the control of learners, so that learners have opportunities to select, to rehearse and to manage communication in the target language. Authentic contexts Carmen Baier I designed this web page to focus second language learning on authentic texts and to draw students away from text-book language. Essentially the web page starts with a main page providing several topics quite common to classroom languages teaching, which I have selected to suit varied interests, for example sport, cars, food, fashion and movies. Students choose and then carry out activities which are based on the texts on the web site. The students must extract information from the texts, and do the activities in the language they are learning.
The activities can easily be altered or adapted so that students can work at different levels of complexity. For example learners can express an opinion in response to a text or give detailed and analytical responses to texts. Students have the opportunity to use language purposefully and authentically in the activities. This web site is purely text-based but there are other activities which could be incorporated, such as chat rooms ICQ (real time based chart rooms notice boards and media links. I found out in the course of this investigation that students in some primary and secondary schools have difficulties accessing the technology for using my web page, so I was not able to trial it with school students. I envisage that future students will participate in exciting, culturally integrated environments as a support to classroom activities. Web sites establish valuable contexts for second language learners as they immerse learners in interactional activities with up-to-date and factual texts - conditions which are essential for learning language. Contacts Sophie Gerhardy My project in Computer Assisted Language Learning aimed to investigate ways in which computer technology could be used actively as a tool for language learning. I planned the project for use by the South Australian Department of Education's Open Access College which teaches through distance education subjects to high school students unable to do a certain subject in their local school. Postal and telephone systems are used to teach subjects. This system works well for most subjects, but puts language learners at a disadvantage due to the lack of contact and practice in the target language. So I created a web page that would act as a 'virtual classroom' for students and teachers where communication could take place quickly and instantly, and which would act as a springboard into other web-based language activities. The web is a rich source of active and contextualised language resources, which make language learning more interesting and meaningful for students. This page is not a polished or finished product: I plan to build into the page video-recorded information and investigate other ways of establishing learning links. The web site is an example of how the web can easily be set up to create links between people, to provide information and to improve language learning situations. In conclusion Peter Mickan We have only begun our investigations into the use of multi-media for the creation of learning environments. Our investigations continue.
1. We are applying the concept which underpins current research in language and learning - that it is a socially interactive process, a process which is facilitated through chat groups, through email, through information searches, and through collaborative team projects. 2. Connected with this topic we are exploring the implications of learning the language of discourse communities - the language specific to particular cultural and social contexts such as the discourse of different disciplines. In other words we are looking at the typical texts, both spoken and written, of specific contexts and exploring how multi-media offers practical possibilities for both depicting the language of discourse communities as well as participating in interactions with discourse community members. 3. We are also exploring the role of language awareness for language development - in particular looking at the grammar of spoken and written texts in their contexts of use. In practical ways computers display textual resources which can be accessed, stopped, replayed, and simultaneously depicted in visually interesting modes. Thanks
http://online.adelaide.edu.au/LearnIT.nsf/URLs/Contacts_in_contexts
Databases for CALL/CALT http://www-writing.berkeley.edu/chorus/call/cuttingedge.html http://www.indiana.edu/%7Ecall/ejercicios.html http://edvista.com/claire/call.html http://www.uoregon.edu/~call/ http://www.fredriley.org.uk/call/ http://72.14.203.104/search?q=cache:6K_UbywaT6UJ:stp.ling.uu.se/call/french/+ allinurl:call&hl=en&gl=pk&ct=clnk&cd=13 http://www.aace.org/conf/edmedia/call.htm http://www.call-fusion.com/index.jsp http://polyglot.lss.wisc.edu/lss/staff/erica/CALL/ http://www.aace.org/conf/elearn/categories.htm
http://iteslj.org/links/TESL/CALL/ http://www.fredriley.org.uk/call/langsite/ http://www.iatefl.org.pl/call/callnl.htm http://www.serve.com/shea/call.htm http://www.sussex.ac.uk/languages/1-6-6.html http://www.calt.insead.edu/ http://www.calt.insead.edu/Project/ http://hedc2.otago.ac.nz/calt/ http://www2.aacc.edu/calt/calt/ http://www.ucl.ac.uk/calt/teaching/ http://www.otago.ac.nz/administration/committees/calt.html http://www.utas.edu.au/calt/ http://www.vuw.ac.nz/llc/languages/tesol.aspx http://online.adelaide.edu.au/LearnIT.nsf/URLs/Contacts_in_contexts http://www2.aacc.cc.md.us/calt/calt/Wor-Wic%20Talk11a/sld015.htm
Professional associations for CALL An increasing number of professional associations devoted to CALL are emerging worldwide. The older associations are grouped together under WorldCALL, which is in the process of establishing itself as an umbrella association of associations. WorldCALL held its first conference at the University of Melbourne in 1998, and the second WorldCALL conference will take place in Banff, Canada, 2003: http://www.worldcall.org/. The current professional associations represented in WorldCALL are:
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/ IALLT: International Association for Language Learning Technology, based in North America: http://www.iallt.org/. IALLT publishes the IALLT Journal of Language Learning Technologies and embraces a similar constituency to CERCLES in Europe. CCALL/ACELAO: Currently in the process of establishing itself as a formal professional association in Canada. No website is available at present. LLA: The Language Laboratory Association of Japan, also known as LET, which now embraces a wider range of language learning technologies:. http://langue.hyper.chubu.ac.jp/lla ATELL: The Australian Association for Technology Enhanced Language Learning consortium: http://www.arts.uq.edu.au/ATELL. ATELL used to publish On-CALL, which has now merged with CALL-EJ (Japan).
Suppliers of CALL materials There are two general suppliers of CALL software in the UK: Camsoft: http://www.camsoftpartners.co.uk/ Wida Software: http://www.wida.co.uk/ There is a comprehensive database that list the range of software titles, producers and suppliers: BECTA Educational Software Database: http://besd.becta.org.uk/ In addition to the journals published by professional associations for CALL, the following are also available <>Bickerton, D. (1999). Authoring and the Academic Linguist: the Challenge of MMCALL. In K. Cameron (ed.) CALL: Media, Design and Applications, 59-79. Lisse: Swets & Zeitlinger.
<>Bickerton, D., Stenton, T. & Temmermann, M. (2001). Criteria for the Evaluation of Authoring Tools in Language Education. In A. Chambers & G. Davies (eds), ICT and Language Learning: a European Perspective, 53-66. Lisse: Swets & Zeitlinger. <>Davies, G.D. (1991). Expodisc - an Interactive Videodisc Package for Learners of Spanish. In H. Savolainen & J. Telenius (eds), EUROCALL 91: Proceedings, 133-39. Helsinki: Helsinki School of Economics. Available at: http://www.camsoftpartners.co.uk/expodisc.htm <>Felix, U. (2001). Beyond Babel: Language Learning Melbourne: Language Australia. Reviewed http://www.camsoftpartners.co.uk/FelixReview.htm
Online. at
<>Fuerstenberg, G. (1993). A la rencontre de Philippe: Videodisc, Software, Teacher's Manual and Student Activities Workbook. Yale University Press. See also http://web.mit.edu/fll/www/projects/Philippe.html <>Higgins, J. & Johns, T. (1984). Computers in Language Learning. London: Collins. <>Johns, T. & King, P. (eds) (1991). Classroom Concordancing. Special Issue of ELR Journal 4, University of Birmingham: Centre for English Language Studies. <>Last, R.W. (1989). Artificial Intelligence Techniques in Language Learning. Chichester: Ellis Horwood. <>Levy, M. (1997). CALL: Context and Conceptualisation. Oxford: Oxford University Press. <>Marty, F. (1981). Reflections on the Use of Computers in Second Language Acquisition. System 9/2:85-98. <>Matthews, C. (1994). Intelligent Computer Assisted Language Learning as Cognitive Science: The choice of Syntactic Frameworks for Language Tutoring. Journal of Artificial Intelligence in Education 5, 4:533-56. <>Schneider, E.W. & Bennion, J.L. (1984). Veni, Vidi, Vici, via Videodisc: A Simulator for Instructional Courseware. In D.H Wyatt (ed.) Computer Assisted Language Instruction 41-6. Oxford: Pergamon.
<>Tribble, C. & Jones, G. (1990). Concordances in the Classroom. Harlow: Longman.
Related links Apprentissage des langues et systmes d'information et de communication (ALSIC) http://alsic.u-strasbg.fr/
CALL-EJ Online http://www.lerc.ritsumei.ac.jp/callej/index.html
CALL-EJ (Japan) merged with On-CALL (Australia) and became CALL-EJ Online in May 1999. CALL Journal http://www.swets.nl
Lisse, Netherlands: Swets & Zeitlinger Language Learning Technology journal http://llt.msu.edu/
C&IT Centre CALL bibliography http://www.eurocall-languages.org/resources/reading.htm
This is a comprehensive bibliography of CALL publications, including other bibliographies on the Web. The C&IT Centre is part of the LTSN Subject Centre for Languages, Linguistics and Area Studies http://www.lang.ltsn.ac.uk/
Graham Davies's Favourite Websites. http://www.camsoftpartners.co.uk/websites.htm
ICT4LT Resource Centre bibliography http://www.ict4lt.org/