SUBMITTED TO:

PRESENTED BY:

SAMI ULLAH

13131502-103

SECTION B

TOPICPAST, PRESENT, and FUTURE of CALL

C: Computer

A: Assisted

L: Language

L: Learning

Past of CALLWhat has been CALL? (1960-1990)

Learning language is an old habit of Human Nature, but the historyof CALL started with the invention of COMPUTER. It was not planned for alanguage so the invention of computer plays main role in the history ofCALL. Because computer attracted the attention of some teachers by usingcomputer for a learning purpose. And that attention became the beginningof the CALL.

First Phase of CALL:

The first phase of CALL is called BEHAVIORISTIC CALL, because itfollows the principles of Behaviorism. The duration of this phase is from1960s to 1980, but in some books it started from 1960s and ends in 1970s.

Behavioristic phase Repetitive language drills:

consisted of drill-and-practice materials in which the computer presented a stimulus and the learner provided a response. At first, both could be done only through text. The computer would analyze students' input and give feedback, and more sophisticated programs would react to students' mistakes by branching to help screens and remedial activities.

Based on the behaviorist learning model

First designed and implemented in the era of PLATO System (Mainly used for extensive drills, explicit grammar instruction, and translation tests)

COMMUNICATIVE CALL

Emerged in the 1970s and 1980s

A reaction to the Behaviorist approach to language learning

Focusing more on using forms rather than on the forms themselves

Grammar should be taught implicitly, students should create original sentences

Corresponds to cognitive theories

Cognitive theories:

Creative process of discovery, expression, and development

Personal computers.

Software used in the era included text reconstruction programmers and simulations

Present of CALLThe most recent stage of CALL is integrative CALL.

As the previous stage of CALL was concerned With before Internet. More new technologies were introduced to the field of CALL.

As teachers moved away from a cognitive view of communicative teaching to a more social orsocio-cognitive view, they placed more emphasis on language use in authentic social context.

Integrate language skills: listening, speaking,reading and writing.

Integrate technology more fully into the language learning process.

Two Basic things are important:

1. MULTIMEDIA CALL

2. WEB_BASED CALL

MULTIMEDIA CALL

Characteristics:

1. They create a more authentic learning environment using different media.

2. Language skills (reading, writing, listening and speaking) are easily integrated through multimedia.

3. Students have a high degree of control over their learning through. hypermedia.

4. It facilitates a principle focus on the content without sacrificing a secondary focus on language form

WEB-BASED CALL

Students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests.

Students can use the Web to publish their texts or multimedia materials to share with partner classes or with the general public.

Language learners can communicate directly, inexpensive and conveniently with other learners or speakers of the target language from school, home, work, etc.

COMPUTER MEDIATED COMMUNICATION (CMC)It provides authentic synchronous (e.g.chatting) and asynchronous (e.g. email)communication channels.

Language learners can communicate directly, inexpensively, andconveniently with other learners or native speakers of the target language at any time and in any place.

CMC can be carried out in several forms; it can be one-to-one, one-to-many, or many-to-one.

Intelligent CALLSpeech recognition.

Electronic conversation with the computer chat robot.

A chatter robot or chatbot is a computer programdesigned to simulate an intelligent conversation with one or more human usersvia auditory or textual methods, primarily for engaging in small talk.

Virtual Technologies for EducationThe Virtual Classroom is a teaching and learning environment constructed in software, which supports collaborative learning among students who participate at times and places of their choosing, through computer networks.

Future of CALLTo know about the Future of CALL we can imagine it from the concept of Normalization.

NORMALIZATION:

the process of bringing or returning something to a normal condition or state….

This concept is relevant to any kind of technological innovation and refers to the stage when the technology becomes invisible, embedded in everyday practice and hence ‘normalised’.

Future of CALLTo take some commonplace examples, a wristwatch, a pen, shoes,

these are all technologies which have become normalized to the extent that we hardly even recognize them as technologies.

Normalization is therefore the stage when a technology is invisible, hardly even recognized as a technology, taken for granted in everyday life.

CALL has not reached this stage, as evidenced by the use of the very acronym 'CALL’—we do not speak of PALL (Pen Assisted Language Learning) or of BALL (Book Assisted Language Learning) because those two technologies are completely integrated into education, but CALL has not yet reached that normalized stage.

Future of CALLCALL will reach this state when computers are used every day by language students and teachers as an integral part of every lesson, like a pen or a book.

Teachers an d students will use them without fear or inhibition, and equally without an exaggerated respect for what they can do.

They will not be the Centre of any lesson, but they will play a part in almost all.

They will be completely integrate d into all other aspect s of classroom life, alongside course books, teachers and notepads. They will go almost unnoticed.

Stages of Normalization in CALL Early Adopters. A few teachers and schools adopt the technology out of curiosity.

Ignorance/scepticism. However, most people are sceptical, or ignorant of its existence.

Try once. People try it out but reject it because of early problems. They can’t see its value—it doesn’t appear to add anything of ‘relative advantage’(Rogers, 1995).

Try again. Someone tells them it really works. They try again. They see it does in fact have relative advantage.