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