北京大学：《语言学教程》课程教学资源（PPT课件讲稿）Chapter Ten Language and the Computer（胡壮麟）

Chapter Ten Language and the Computer

Chapter Ten Language and the Computer

1. Cal cal CALL CAI: computer-assisted instruction CAL: computer-assisted learning CALL: computer-assisted language learning Three phases of CALL ■ Behavioristic caLl Communicative caLl a Integrative CALL

1. CAI, CAL & CALL ◼ CAI: computer-assisted instruction ◼ CAL: computer-assisted learning ◼ CALL: computer-assisted language learning ◼ Three phases of CALL: ◼ Behavioristic CALL ◼ Communicative CALL ◼ Integrative CALL

1.1 BehavioristiC CALL Conceived in the 1950s and implemented in the1960sand’70s Based on the then dominant behaviorist theories of learning--repetitive language drills( drill and practice) The courseware is based on the model of computer as tutor, a vehicle for delivering instructional materials to the student

1.1 Behavioristic CALL ◼ Conceived in the 1950s and implemented in the 1960s and ’70s. ◼ Based on the then dominant behaviorist theories of learning--repetitive language drills (drill and practice). ◼ The courseware is based on the model of computer as tutor, a vehicle for delivering instructional materials to the student

The rationale Repeated exposure to the same material is beneficial or even essential to learning aA 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

The rationale ◼ 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

◼ 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

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 pedagogicallevel Secondly, the introduction of the microcomputer allowed a whole new range of possibilities. The stage was set for a new phase of CalL

◼ 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

1.2 Communicative CALL Based on the communicative approach to LT 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

1.2 Communicative CALL ◼ Based on the communicative approach to LT 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

Premises for 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; a does not judge and evaluate everything the students nor reward them with congratulator messages, lights, or bells

Premises for 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

◼ 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

Communicative CalL Model 1 a Computer as"knower-of-the-right-answer",an extension of the computer as tutor model. But the process of finding the right answer involves a fair amount of student choice, control and interaction a Programs to provide skill practice but in a non-drill format a Courseware for paced reading, text reconstruction, and language games

Communicative CALL: Model 1 ◼ Computer as “knower-of-the-right-answer”, an extension of the computer as tutor model. But the process of finding the right answer involves a fair amount of student choice, control, and interaction. ◼ Programs to provide skill practice, but in a non-drill format. ◼ Courseware for paced reading, text reconstruction, and language games