call_ task1 ale_mague_juancarlos
TRANSCRIPT
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“This technology will revolutionize the teaching of foreign languages; it will bring pedagogy up to date with technology”
Underwood (1984:33)
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It was proliferated thanks to the popularity in the 60´s of the behaviorist theories of american psychologist B. E. Skinner.
Behavoirist ideas were taken as the theorical soil on which to build the computer assisted learning /teaching framework.
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This CALL teaching paradigm is known as an “instructional model”; however the initial popularity of CALL soon came to an end due to two main reasons:
4. The lack of imagination and creativity in designing new and challenging exercise.
5. The high cost and maintenance of the computers.
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• Includes the learner also knowing how to use the language appropriately in a social situation.
• Students can understand the essential points of what a native speaker says to hear-him in a real communicative situation, the native speaker interprets the response with little or no effort at all.
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• Meaningful practice rather than mechanical practice.
• Receptive skills (listening and reading) before productive skills (speaking and writing).
• Use of target language, little use of native language
• Implicit rather than explicit grammar.• Modeling instead of correction.• Low anxiety atmosphere.
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• Activities will focus on acquisition practice rather than learning practice.
• Activities should require students to take a creative action in the target language rather than manipulating prefabricated language.
• Activity feedback will not aim at correcting or evaluating each response.
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• Activities and instructions should be written in the target language.
• CALL activities should be flexible, not based on the principle that every stimulus has one and only response.
• CALL activities should allow students to explore an environment in which discoveries can be made, there is no predetermined material of any sort.
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The lack of interest on the part of publishers in many areas.
Technological leaps leaving pedagogy in their wake.
Poor access to good training in instructional design techniques
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