Donnerstag, 3. Juli 2008
computer assisted language learning
anbi, 22:39h
Function of the Computer in the English Language Classroom:
The computer can fulfil two different functions in the English language classroom:
1) Tutorial function e.g. programmes working according to the drill and practice method. Disadvantages: mere transfer of traditional forms of language teaching to the computer, no interactive use, no interaction.
2) Tool function e.g. production, adaptation and editing of texts, collection of vocabularies in a database, search in electronic encyclopaedias.
Computer enables learners to communicate in two different ways:
1) Synchronic communication e.g. chats, video conference.
2) Asynchronic communication e.g. e-mail projects, blogs.
Advantages of a Computer-Assisted Learning Environment for Pupils
- World-wide connection to native speakers as well as world-wide access to information.
- Pupils have a greater chance of:
a) Deciding which topics are dealt with.
b) Deciding in which way lessons are carried out.
c) Choosing the materials which are employed
d) Actively attending to the learning process.
- Pupils become authors, publishers etc. whose output can be read, answered, commented and reflected upon by a world-wide audience.
- Learners might become teachers due to their oftentimes higher technical knowledge. → serves to promote learner autonomy.
- Texts produced by learners are in the focus of the lesson, instead of texts prescribed by the course book → higher motivation.
- Learners can add information to the net on their own accord.
- Learners can add visual as well as acoustic elements to the teaching material.
Advantages of Computer-Assisted Learning towards Traditional Forms of Learning
- Activities in the foreign language are shifted from the classroom to the private sphere and both learning environments get intertwined more extensively.
- Basic skills are learnt from at home, while school lessons are reserved to play and social learning.
- Learning environments are turned into interaction environments which are neither limited in time nor access.
- Neither teachers nor learners are confined to the locality of the classroom when interacting.
- shift from teacher-centered classes to learner-centered lessons.
- Increase in communicative activities among learners as well as teachers and learners.
- Tasks become more and more learner-oriented / task-centered interaction between learner and teacher.
- Computer enhances textual input, output as well as communicative exchange.
- Computer promotes pupils’ facility to gather information and evaluate them critically → Wealth of information forces pupils to select and evaluate the material.
- Traditional forms of teaching are discarded in favour of group work and project-oriented classes, resulting in an increase of learner autonomy.
- Computer-assisted learning environments can contribute to fulfilling the objective of a more extensive interaction with native speakers.
- When communicating with native speakers and other learners, pupils are forced to negotiate meaning.
- Learners are exposed to authentic tasks, texts and information.
- Forging international contacts and surfing in international networks gives priority to the cultural aspects of learning.
A Changed Role and New Possibilities for the Teacher
- Teacher adopts the role of a facilitator who manages the interaction by relating individual comments, by suggesting a different approach to a problem or a different interpretation of an idea.
- Memory function of the computer enable teachers to analyse their pupils’ output and to give them a continual feedback.
Possible Drawbacks or Difficulties in Computer-Assisted Learning
- Limited access to computers
- Teachers as well as pupils have to learn how to cope with the vast amount of information the internet offers and are reduced to learning how to distinguish useful information from less useful material.
- Communicative interaction via computer is chiefly based upon texts → Reading and writing facilities are promoted, whereas listening and speaking activities are neglected.
- Voice to voice and voice to print software is seldom made use of.
- Lessons taking 45 minutes present an obstacle to new forms of language learning such as computer-assisted learning.
The computer can fulfil two different functions in the English language classroom:
1) Tutorial function e.g. programmes working according to the drill and practice method. Disadvantages: mere transfer of traditional forms of language teaching to the computer, no interactive use, no interaction.
2) Tool function e.g. production, adaptation and editing of texts, collection of vocabularies in a database, search in electronic encyclopaedias.
Computer enables learners to communicate in two different ways:
1) Synchronic communication e.g. chats, video conference.
2) Asynchronic communication e.g. e-mail projects, blogs.
Advantages of a Computer-Assisted Learning Environment for Pupils
- World-wide connection to native speakers as well as world-wide access to information.
- Pupils have a greater chance of:
a) Deciding which topics are dealt with.
b) Deciding in which way lessons are carried out.
c) Choosing the materials which are employed
d) Actively attending to the learning process.
- Pupils become authors, publishers etc. whose output can be read, answered, commented and reflected upon by a world-wide audience.
- Learners might become teachers due to their oftentimes higher technical knowledge. → serves to promote learner autonomy.
- Texts produced by learners are in the focus of the lesson, instead of texts prescribed by the course book → higher motivation.
- Learners can add information to the net on their own accord.
- Learners can add visual as well as acoustic elements to the teaching material.
Advantages of Computer-Assisted Learning towards Traditional Forms of Learning
- Activities in the foreign language are shifted from the classroom to the private sphere and both learning environments get intertwined more extensively.
- Basic skills are learnt from at home, while school lessons are reserved to play and social learning.
- Learning environments are turned into interaction environments which are neither limited in time nor access.
- Neither teachers nor learners are confined to the locality of the classroom when interacting.
- shift from teacher-centered classes to learner-centered lessons.
- Increase in communicative activities among learners as well as teachers and learners.
- Tasks become more and more learner-oriented / task-centered interaction between learner and teacher.
- Computer enhances textual input, output as well as communicative exchange.
- Computer promotes pupils’ facility to gather information and evaluate them critically → Wealth of information forces pupils to select and evaluate the material.
- Traditional forms of teaching are discarded in favour of group work and project-oriented classes, resulting in an increase of learner autonomy.
- Computer-assisted learning environments can contribute to fulfilling the objective of a more extensive interaction with native speakers.
- When communicating with native speakers and other learners, pupils are forced to negotiate meaning.
- Learners are exposed to authentic tasks, texts and information.
- Forging international contacts and surfing in international networks gives priority to the cultural aspects of learning.
A Changed Role and New Possibilities for the Teacher
- Teacher adopts the role of a facilitator who manages the interaction by relating individual comments, by suggesting a different approach to a problem or a different interpretation of an idea.
- Memory function of the computer enable teachers to analyse their pupils’ output and to give them a continual feedback.
Possible Drawbacks or Difficulties in Computer-Assisted Learning
- Limited access to computers
- Teachers as well as pupils have to learn how to cope with the vast amount of information the internet offers and are reduced to learning how to distinguish useful information from less useful material.
- Communicative interaction via computer is chiefly based upon texts → Reading and writing facilities are promoted, whereas listening and speaking activities are neglected.
- Voice to voice and voice to print software is seldom made use of.
- Lessons taking 45 minutes present an obstacle to new forms of language learning such as computer-assisted learning.
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introduction - structure of presentation
anbi, 22:36h
Dear class, Dear Mr. Dickel,
we say hello and welcome to our presentation!
Our presentation will consist of the following components:
1) computer assisted language learning
2) blogs in English language teaching and learning
3) practical tasks
The tasks are placed in an international setting. We will split up in three groups. We will have at least one group from Germany and one from the USA. These groups will work together via the Internet using blogs.
We hope you will enjoy our lesson!
Anke and Birgit
we say hello and welcome to our presentation!
Our presentation will consist of the following components:
1) computer assisted language learning
2) blogs in English language teaching and learning
3) practical tasks
The tasks are placed in an international setting. We will split up in three groups. We will have at least one group from Germany and one from the USA. These groups will work together via the Internet using blogs.
We hope you will enjoy our lesson!
Anke and Birgit
... link (0 Kommentare) ... comment
