Overview• Theoretical Issues (12.00 – 12.10)• Overview of Computer as Tutor - Behaviourism
(12.10 - 12.30)• Introduction to Hot Potatoes (12.30 -1.00)• Break (10 mins)• Quiz Creation (1.10 – 1.40)• Testing out and giving feedback on quizzes made
(1.40 – 2.00)
Stage 1970s–1980s: Structural CALL
1980s–1990s:Communicative
CALL
21st century:Integrative CALL
Technology Mainframe PCs Multimedia andInternet
English-teaching Paradigm
Grammar-Translation and Audiolingual
Communicative Language Teaching
Content-based, ESP / EAP
View of language Structural(a formal
structural system)
Cognitive (a mentally- constructed
system)
Socio-cognitive(developed in
social interaction)
Principal Use of Computers
Drill andpractice
Communicative exercises
AuthenticDiscourse
Principal objective
Accuracy And fluency And agency
The Three Stages of CALL (Warschauer, 2000)
Stage 1970s–1980s: Structural CALL
1980s–1990s:Communicative
CALL
21st century:Integrative CALL
Technology Mainframe PCs Multimedia andInternet
English-teaching Paradigm
Grammar-Translation and Audiolingual
Communicative Language Teaching
Content-based, ESP / EAP
View of language Structural(a formal
structural system)
Cognitive (a mentally- constructed
system)
Socio-cognitive(developed in
social interaction)
Principal Use of Computers
Drill andpractice
Communicative exercises
AuthenticDiscourse
Principal objective
Accuracy And fluency And agency
Computer Role TUTOR TOOL MESSENGER
The Three Stages of CALL + Benson’s Role of the Computer
Language Learning Context
What is learnt?Form
Functions
Four skills
Communication
Culture
TUTOR (rules)
TOOL (skills)
MESSENGER
Computer as Tutor
Focus on Form – Grammar
• Matching Exercises• Drills• Multiple Choice
– Vocabulary• Quizzes and gap filling• Electronic Dictionaries
– Pronunciation
Computer as Tool
Four skills– Reading – New literacies - hypertexts
• In the online era, to read is to interpret information and create knowledge from a variety of sources. (Warschauer 2001)
– Listening – Multimedia, audio examples– Writing – Word Processing, blogging, e-
Computer as Messenger Culture
– Internet – encyclopaedic resource– key pals – international friends– Webquests – specific awareness raising tasks
Communication– e-mail – between peers, to teacher– CMC – more synchronous chat, talky-writing– Weblogs – both reflective and outward looking
Stage 1970s–1980s: Structural CALL
Technology Mainframe
English-teaching Paradigm
Grammar-Translation and Audiolingual
View of language Structural (a formal structural system)
View of learning Behaviourism (stimulus and response / conditioning / rewards / reinforcement)
Principal Use of Computers
Drill and practice
Principal objective
Accuracy
Computer Role TUTOR
Based on the Three Stages of CALL + Benson’s Role of the Computer
Stage 1980s–1990s:Communicative CALL
21st century:Integrative CALL
Technology PCs Multimedia andInternet
English-teaching Paradigm
Communicative Language Teaching
Content-based, ESP / EAP
View of language Cognitive (a mentally- constructed system)
Socio-cognitive(developed in social interaction)
View of learning Learners have different learning styles
Constructivism
Principal Use of Computers
Communicative exercises AuthenticDiscourse
Principal objective
And fluency And agency
Computer Role TOOL MESSENGER
Based on the Three Stages of CALL + Benson’s Role of the Computer
Behaviourism in the classroom
• Curriculum is a body of predetermined knowledge
• Content broken into parts (skills) and ordered from simple to complex
• Observation, explanation, activities and practice will result in learning
• Building the skills one by one will result in a coherent whole.
• Learners are passive, need external motivation and reinforcement
Computer as Tutor
Programmed Instruction• Small steps• Each step requires a correct response• Each step progresses to more
advanced work• Each learner works at their own pace• Good for details about language, not
communication
Behaviourism and CALL “a greater proportion [of CALL
applications] will be found on the behaviourist end of the continuum stretching toward a constructivist model.” (Beatty, 2003:90)
Criticisms of Behaviourism
• Assumes learner has no background knowledge
• Control of the learning process is with the teacher / computer
• Too simplistic for the complex process of language acquisition
• Focus on drills is boring and demotivating
Typical Behaviourist Activities
• Drills • Questions with prepared answers• Multiple choice quizzes• Gap filling• Matching• Any exercise where there is an ‘expert’ or correct
answer to reach.