Computer-Assisted
Language Learning:
An Introduction
An Introduction
Computers have become so
widespread in schools and homes. This article provides brief overview of
how computers have been used and are being used for language teaching. The
first phase of CALL, conceived in the 1950s and implemented in the 1960s and
‘70s, was based on the the dominant behaviorist theories of learning. 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 stage was set for
a new phase of CALL.
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 of this approach felt that the drill and
practice programs of the previous decade didn’t allow enough authentic
communication to be of much value.
Integrative approaches to
CALL are based on two important technological developments of the last decade.
Mutimedia technology allows a variety of media to be accessed on a single
machine. What makes multimedia even more powerful is that it also entails hypermedia. That means that the
multimedia resouces are all linked together and that learners can navigate
their own path simply by pointing and clicking a mouse.
The history of CALL
suggested 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 matrials.
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.
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