Transcript Computer-Assisted Language Learning (CALL) in Secondary

Computer-Assisted Language
Learning (CALL)
for those working for Master of
Education
Jin Hui, Foreign Languages College,
Shanghai Teachers University
July 2004
Four parts
 I. General ideas about CALL *
 II. Some useful Web-based resources *
 III. CALL software applications *
 IV. What we will do in this course
General ideas about CALL:
Terminology
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1. Terminology and basic concepts:
CAI (Computer-Assisted/Aided Instruction)
CAL (Computer-Assisted/Aided Learning)
CALI (Computer-Assisted Language Instruction)
CALL (Computer-Assisted/Aided Language
Learning)
 CBI (Computer-Based Instruction)
 CDI (Computer-Directed Instruction)
 CELL (Computer-Enhanced Language Learning)
 CMI (Computer-Managed Instruction)
General ideas about CALL
 Of these terms, CALL is currently
recognized as the most common one in the
area of applied linguistics. It focuses on the
use of computers for language learning and
includes all kinds of language learning
activities that utilize computers for assisting
the learning process.
General ideas about CALL:
three approaches
Since1960’s there have been different,
although related, approaches of CALL:
 Behaviouristic approach
 Communicative approach
 Integrative approach
General ideas about CALL:
technological contributions
 Two important technological developments
contribute to integrative approaches of CALL
 1. Multimedia and hypermedia
– Multimedia (eg. CDROM) allows a variety of media
(text, graphics, sound, animation, and video) to be
accessed on a single machine.
– Hypermedia makes multimedia even more powerful by
linking all the multimedia resources together.
 2. Internet
General ideas about CALL:
advantages
2. Advantages of CALL
 Handling large amount of information and
varieties of activities
 Offering interactive learning
 Speed Accommodating different speed of learning;
or
 Interaction
 Immediate feedback
 Error analysis
 Self-correction
 Reinforcement
General ideas about CALL: The
roles of the teacher
 3. The roles of the teacher
– The roles of the teacher commonly established
in the language classroom are tutor, guide or
facilitator. In addition to these roles, the
teacher in CALL needs to act as a CALL
observer, designer/developer, implementer,
evaluator, or manager.
General ideas about CALL:
Types of CALL activities
 4. Types of CALL activities
– CALL activities involve computers in language
development with general computer
applications, courseware, or the Internet tools.
They are often categorized according to the
types of CALL software used.
General ideas about CALL:
Types of CALL activities
Some people distinguishes seven categories of
CALL activities:
 Games
 Quizzes
 Text construction
 Text reconstruction
 Simulation (模拟)
 Problem-solving
 Exploratory activities
General ideas about CALL:
Types of CALL activities
Others classify CALL activities based on
program types:
 1. Gap-filling
 2. Multiple-choice
 3. Sequencing
 4. Matching
 5. Word-processing
 6. Database
General ideas about CALL:
Types of CALL activities
 7. Desktop publishing/graphics
 8. Communications
 9. Spreadsheets (电子数据表)
 10. Concordancer (语料库)
 11. Viewdata (可视数据)
 12. Adventure
 13. Simulation (模拟)
<=
CALL software applications
 Hot Potatoes
for demonstration, see:
http://webpc.shtu.edu.cn/jinhui/english/index.htm
Self-designed software
– Grammar
– French
– Translation data bank
<=
Self-designed
Foxpro programmes
Grammar
French learning programme
What we will do in this course?
1. Learn some practical skills using Word, Excel,
2.
3.
4.
5.
6.
and Powerpoint;
Browse some useful websites for language
learning and teaching;
Experience Concordance for teaching and
research;
Create our own webpage using Frontpage;
Design our own web-based language activities;
Learn some basic knowledge of Foxpro, create
database files, and write simple programs.
Assignments
There are seven Assignment to do. They will
be marked and kept as your achievements of
this course.
Now let’s begin to practice Microfost Word.