--- Forwarded Message from "Tracy Dingess" <[log in to unmask]> ---
>Date: Tue, 21 Sep 2004 03:17:26 -0400
>From: "Tracy Dingess" <[log in to unmask]>
>To: <[log in to unmask]>
>Subject: Re: #7634 Computer-assisted language learning
Hello VS,
I agree, language learning requires communication. Language learning
requires communication with informed interlocutors (people).
HOWEVER...learning may also require practice and time spent in practice.
Language learning is no different in this requirement either. It is
considered true by most that language learning practice with an informed
interlocutor is the ideal form of practice. But time spent with an
informed interlocutor outside the classroom is often rare and costly.
Computers can help meet part of the need by offering activities and
resources to increase time spent in the target language OUTSIDE the
classroom.
That being said, the computer allows the opportunity of extending the
learner's time and opportunities for involvement with the target
language. Anytime spent whether working on fill-in the blank activities
on paper or computer, chatting at a cafe or video-chatting with an
interlocutor are well spent so long as the activities are well designed,
and are designed by trained second language acquisition specialists to
meet productive SLA goals.
It is not the tool and its limitations, but the uses to which the tool
and its limitations are being put. Vocabulary reviews of many types,
reading activities of many types, composition exercises, recording and
sending of voices for evaluation by an instructor or tutor, etc...so
long as the activity is well designed and is being evaluated in someway,
the computer offers the learner extra time and experience meeting the
target language and working through structures, tasks, and activities,
building knowledge of the language.
My take on CALL? Computers and their connections to communications
networks open the doors wide, offering possibilities limited only by the
language instructors creativity to imagine ways for students to
experience, meet, review, and be evaluated on an element of language
structure or an aspect of language use, communicative creativity, and
more.
There are many programs out there that offer asynchronous communication
functions for voice, video, and text conversations which can be utilized
by an instructor to generate productive output from their language
learners in extra activities outside the classroom as well as inside.
Please contact me off list if you would like to discuss this further.
Tracy.
Tracy N. Dingess, Coordinator
LLRC (Language Learning Resource Center)
Department of Foreign Languages,
West Virginia University
P.O. Box 6297
Morgantown, WV 26506
[log in to unmask]
304-293-3604 x 1104
fax: 304-293-8642
>>> [log in to unmask] 09/20/04 5:14 PM >>>
--- Forwarded Message from valli subramaniam
<[log in to unmask]> ---
>Date: Mon, 13 Sep 2004 15:27:43 +0100 (BST)
>From: valli subramaniam <[log in to unmask]>
>Subject: Computer-assisted language learning
>To: [log in to unmask]
Everyone I have talked to have been saying some wonderful things about
computer-assisted language learning. The schools here (in Malaysia) are
also
being equipped with computers so that language learning is more
effective.
However, I am a little sceptical about this. If language learning is a
social
activity and so it is most effective if there is interaction between
people.
However, lessons on the web allow limited interaction for the learners.
For
example, lessons using the Hotpotatoes programme only allow the learners
to
carry out activities and limited feedback is given. There is no genuine
interaction. How can this promote language learning? I hope those who
have used
this programme or others can respond to this. Thank you.
---------------------------------
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