INTRODUCTION OF CALL
A. Definition of CALL.
CALL is the acronym for Computer-Assisted Language Learning. A language learning activity involving a word processor, email program or web search engine like Google would represent tool uses, where the computer has no overt teaching function.
Although, as we will see below, the fields of significant parts of it sometimes go by other names, CALL seems to be the most widely accepted generic term. Call began in the 1960s with mainframe-based drill and practice materials, especially those based on the University of Illionis’ PLATO system. It remained an significant alternative for language learning outside of a few universities until the spread of the microcomputer into educational settings in the early 1980s. Early programs were written by teacher-developers on Apple II, IBM PC, and BBC computers, and were often distributed for free. Commercial programs technically sophisticated (though not as innovative). There were some work done with interactive laser disks during this time which provided the foundations for multimedia. The traditional language labs began to be replaced with dedicated computer labs for language learning, a trend that continues today.
There are eight scopes of call, they are:
1. As researcher: into second language acquisition, human-computer interaction, what works for call.
2. As consumers of call software for class use or building web activities into course work
3. As directors, helping students fine and use supplementary call materials or web resources
4. As managers of computer-mediated communication among learners in and out of class
5. As software or web developers, either “from scratch” or adding new materials to existing templates
6. As coaches to help students develop software, websites, and general computer literacy
7. As CALL experts for your program, helping other teachers and administrators, with CALL Implementations
8. As CALL professionals, consulting on external projects, doing software reviews for journals, making conference presentations, writing papers, interpreting and applying CALL research, and/or, providing input to the field of large.
B. Acronym and attitudes
Some acronym of CALL:
· CALL – Computer-Assisted language learning, sometimes expanded as computer aided language learning
· CELL – Computer-Enhanced language learning: suggests the computer’s role is to make learning better
· TELL – Technology-Enhanced language learning: this accommodates more than just computers,
· TALL – Technology-Assisted language learning: variant of CALL and TELL
· CALI – Computer-Assisted language instruction: with instruction in it, it’s more teaching oriented
· IT and ICT-Information Technology/Information and Communication Technologies are common acronyms outside of language teaching, particularly in Europe; sometimes this is presented as IT or ICT for LT (Language Teaching)
THREE PHASE OF CALL
The first phase of CALL, 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 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.
Integrated CALL
Integrated approaches to CALL are based on two important technological developments of the last decade-multimedia computer and the internet
Courseware Evaluation, Development, and Implementation. It introduces the term courseware, which refers to software that is used to support formal language learning. In practice, courseware has been used to refer to everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course, sometimes a minor or optional supplementary part.
THE THREE OF MODULES, THEY ARE
Development Module
Courseware development refers to the process of going from the idea of creating a piece of tutorial software through the final product. It should be informed by general principles of instructional design
Evaluation Module.
Evaluation involves three kinds of considerations. A crucial aspect is to understand what the courseware does first before attempting to judge it:
Implementation Module
module Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best to use software that is available.
omputer mediated communication. Cmc ( computer mediated communication ) computers are a means through which teachers communicate with learners, learners communicate with one another and learners may even communicate with native speakers. That communication takes place through variations in the following elements : timing (synchronous or asynchronous), number and patterning of participant ( one to one, one to many, or many to many), and medium *text, voice, or video).
Text-based cmc
due to both the history of technology development and the ease of text use, most cmc has been done using the medium of text. We will look at the text uses both for their own value and as a vehicle for introducing concepts relevant to audio and video-based cmc. There are two kinds of text, they are :
- asynchronous text. The first use of cmc in language teaching almost certainly came through email exchanges from teachers to students within classes. Email is an example of asynchronous communication, in that the interaction is not in real time. With email teachers can receive homework from students and give responses to it. Students can communicate with another to practice using the language. There are a number of sites that provide services for linking up such as interpals (www.interpals.net) and a popular one for esl learners is dave’s esl cafe (www.eslcafe.com/students). Students can log into existing discussion lists specially for teachers.
- synchronous text. With synchronous text, or chat, the messages are exchange in text form, ut in real time. Some of the early research on cmc was built around a type of chat program, interchange. Chat rooms are easily found on the web through portals like yahoo, chat rooms for english language learners available at sites such as dave’s esl cafe and englishbaby (www.englishbaby.com).
Audio / video cmc
asynchronous audio. Like text, audio or video interaction can be either asynchronous or synchronous. One example of asynchronous voice interaction would be the voicemail services, using this the setudents with voice-enabled computers can leave messages for one another. An excellent free resource for doing such recordings is audicity (http://audicity.sourceforge.net/) for both pcs and macs.
asynchronous video. This area has not been as well-developed, due partly to the bandwidth requirements for using video. While there are many sites for sharing video (most notably www.youtube.com).
A. Definition of WEB?
Web is a system in internet which it is impossible to anyone so that they can provide information. And anyone can access it freely, whenever and wherever you are.
B. There some disadvantage of the Web
· Text-based material on the web is sometimes not as easy to read as material in paper format because of font color and background choices.
· Sound and video sometimes take a noticeable time to transfer, even on fast connections.
· Down servers or broken links may lead to frustration.
· The sheer amount of material can make it hard to find what you want, though developing skill with a search engine like Google (www.google.com) is certainly a great help
· The web is dynamic and often as unpredictable as the humans behind it.
C. Advantages of the web
· There is anytime, anywhere access
· There are enormous of free material
· Material can be found that is current
· Language reference and other learning support materials can be found
· Student and teacher publication opportunities exist
D. What is the meaning of WBLL?
WBLL is acronym of Web-based Learning Language. It is a language learning that involves the using of Web and use Web material, source, application and tool.
E. There are three activities in WBLL
· Pre-created Web activities adopting interactive language exercises that have been already created by others and are easily accessible on the Web.
· Task-based Web activities making use of a variety of authentic Web resources for communication, information collections, problem solving task, etc.
· Teacher-made Web activities employing tailor made language exercise modified by classroom teachers themselves for their own students.
Skill oriented language teaching remains a common approach for classes as well as for self –learning and computer assisted language learning is no exception. In this unit, we look at how both tool and tutor software can be used to support specific skills.
A. ESL Portals
Because of the enormous number of English teachers and learners, there are quite a few multi-skill collections for ESL. Collections for other commonly taught language can be found in a similar way. One type of collection is a portal, which is a website that has a large number of links to other websites.
B. Listening
Listening is potentially one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video have with the addition for a variety of meaning technologies such as text support, hyperlink glossaries, and even translations. Listening activities typically involve presentations, followed by comprehension questions some also include full or partial dictations.
Examples of course website for two of my recent listening classes are at www.stanford.edu/~efs/693a/ andwww.stanford.edu/~efs/efs693b/.
C. Speaking
In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to through the internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com using internet voice mail, or simply attaching sound files to email. The most widely used indirect method for practicing speaking is simply to listen to conversational dialogues on disk or the web, see for example,www.focusenglish.com/dialogues/conversation.html.
D. Writing
Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Some other ways computers enhance writing instruction include the following.
· Use of email and discussion boards for fluency development
· Online writing resources such as http://owl.english.purdue.edu/handouts/esl/index.html and tutorials, likewww.monash.edu.au/lls/llonline/writing.xml
· Collaborative writing tasks. These are made easier today with tools such us an online word processor now available for free from Google: http://does.google.com
· Writing support practice (e.g., CALL activities with fill-ins for structured writing )
· Publication opportunities as motivators. See Tom Robb’s classic descriptionof an early web publishing project at www.cc.kyotosu.ac.ip/~trobb/projects.html.
E. Grammar
Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on the following:
· Workbook-style exercise (on disk and online): online examples can be seen at www.grammar-quizzes.com/.
· Grammar test prep materials (especially TOEFL www.toefl.com and TOEIC http://www.toeic.com)
· CD-ROOMs accompanying grammar textbooks, like Focus on grammar atwww.pearsonlongman.com/ae/multinedia/program/fog.htm
· online courses and references online English grammar, http://www.edunet.com/english/grammar/index.efm
· grammar portals such as www.esltower.com/
F. pronunciation
Pronunciation work is generally of three types.
· Listen, repeat/record, and compare. This option shows up in many multimedia programs and is analogous to the tape-based language lab technique in the audio lingual method. See: http://international.one.be./pronunciation/dialog01.htm
· Visualization: wave form, pitch contour, spectrogram. The first and last are of questionable value.
· ASR (automatic speech recognition) scoring. Here, the computer uses speech recognition software to grade accuracy. ASR and other is also used in Rosetta Stone. http://www.rosettastone.com.
There are also some useful sites with pronunciation support: one example ishttp://international.oue.be.ca/pronunciation/.
G. Vocabulary
Vocabulary activities have been around since the early days of CALL in the form of electronic flashcard. Other common CALL implementations for vocabulary include the following.
· Hypertext dictionaries/glossaries. Babylon (www.babylon.com) is a commercial memory-resident dictionary system that runs in the background on your computer.
· Talking dictionaries: Longman, Oxford and Newbury House have learner’s dictionary with CD-ROMs that include pronunciation and sometimes other multimedia support.
· Concordance programs: these programs look for words in collections of texts,
· Picture dictionaries: http://www.pdictionary.com/ has a picture dictionary for English, Spanish, French, German and Italian.
Skills-oriented language teaching remains a common approach for classes as well as for self-learning, and computer-assisted language learning is not exception. In this unit, we look at how both tool and tutor software can be used to support specific skills. In particular, we will look at some websites that focus on these skill areas.
There are some skill areas for call, they are :
1. Listening
Listening is potentially one of the most promising areas for call development. This is because multimedia computing has everything standard audio and video have with the addition of variety of meaning technologies such as text support, hyperlinked glossaries, and even translation. One type of presentation specific to call is the punctuated presentation, in which the flow is interrupted at intervals to ask question along the way. Examples of course website for two of my recent listening classes are at www.standford.edu/`efs/693a andwww.standford.edu/`efs/efs693b/. And useful dedicated esl listening sites : they are www.esl-lab.com, www.ello.org, andwww.lingual.net.
2. Speaking
In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com, using internet voice mail, or simply attaching sound files to email.
3. Reading
In the early days of call, reading software was designed to improve skills in order to transfer them to paper materials. Here some other ways call can be used to support reading : just using the web, educational sites with esl or adult literacy support, text reconstruction activities, such as storyboard, cloze exercises and jigsaw readings, timed or paced readings to develop speed, for example,www.readingsoft.com/. Online graded readers such as those at www.eslreading.org/.
4. Writing
Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date. Writing has also been a common skill taught as a course through distance education using in the internet. Writing publication opportunities are ready available through wikis and blogs.
5. Grammar
Grammar practice was perhaps the earliest use of call. Today grammar work is largely focused on the following : workbook-style exercises at www.grammar-quizzes.com/, grammar test prep materials especially toefl at www.toefl.com, online courses and references athttp://www.edunet.com/english/grammar/index.cfm, and grammar portals such as www.esltower.com/.
6. Pronounciation
Pronounciation work is generally of three types :
· listen, repeat/record, and compare.
· visualization ; wave form, pitch contour, spectogram.
· asr (automatic speech recognition) scoring.
7. Vocabulary
Other common call implementations for vocabulary include the following.
· hypertext dictionaries/glossaries. Babylon (www.babylon.com) is a commercial memory-resident dictionary system that runs in the background on your computer.
· talking dictionaries : longman, oxford, and newbury house have learner’s dictionaries.
· concordance programs.
· picture dictionaries : http://www.pdictionary.com/ has a picture dictionary for english, spanish, french, german, and italian.
· word lists and vocabulary tests for english.
An outstanding site for vocabulary teaching and research tools is tom cobb’s compleat lexical tutor : http://www.lextutor.ca/.
8. Culture
Obviously, this is a huge area for foreign language teaching, where authentic cultural material is readily accessible through the web. There are many ways to use the authentic material found on websites to support cultural learning. At you tube,http://www.youtube.com.
In this unit explain to us about CALL Research. Teaching language using computers in some way makes learning "better." But what exactly is "better?" Here are some possible interpretations:
· learners pick up language knowledge or skills faster or with less effort (learning efficiency)
learCALL Learner Training. let's consider three alternatives to CALL learner training :
· To try to build software in such a way that it adapts to the learner on a number of different levels: language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity, and so on.
· To take the philosophical position that learners have a right to self-discovery and that left alone they will naturally move to the strategies that work for them and that are consonant with their learning style.
· To acknowledge that learners would profit from training but that it's just too much trouble to train them since it obviously takes a lot of time away from other aspects of language learning and there's no guarantee it will be successful.
PEDAGOGICAL TRAINING
· Experience CALL yourself. Try a piece of CALL software (like Rosetta Stone) for a language you don't know, or visit a chatroom for a language you are not fluent in
· Give learners teacher training. Let them know some of what you know if they are to become more independent. Help them develop a "language learning approach" that is consistent with what you consider a valid language teaching approach.
· Use a cyclical approach. Teach a bit at a time. Don't just have a training session at the beginning and think your job is done. If anything, let learners "play" awhile with the application so that they have some familiarity with it before formal training begins.
· Use collaborative debriefings. Get learners to discuss their experiences, successes and failures with the CALL tasks and software in pairs or small groups
· Teach general exploitation strategies.Show learners ways to use software to make it easier if it's too hard and harder if it's too easy, as well as how to mine the material for uses different from those intended by the developer.
· ners pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)
· learners can get materials or experience interactions that would otherwise be difficult or impossible (access)
· learners can learn with more or less equal effectiveness across a wider range of times/places (convenience)
· learners enjoy the language learning process more or are willing to engage in it more (motivation)
· learners require less space, less teacher time, or less expensive materials (institutional efficiency)
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