计算机辅助语言教学CALLppt课件.ppt

CALL计算机辅助语言教学 Contents 5 HistoryofCALL 2 3 4 6 CALLtypology phases Softwaredesign evaluation CALLinlanguageteaching Currentresearch CAI CALvs CALL BeforediscussingCALL computer assistedlanguagelearning wehavefirsttomakeadistinctionbetweenCAI computer assistedinstruction 计算机辅助教学CAL computer assistedlearning 计算机辅助学习 CAI计算机辅助教学 ByCOMPUTER ASSISTEDINSTRUCTION wemeantheuseofacomputerinateachingprogram Richards 1998 CAL计算机辅助学习 COMPUTER ASSISTEDLEARNINGCAIaimsatseeingeducationalproblemsonthepartoftheteacher CALemphasizestheuseofacomputerinbothteachingandlearninginordertohelpthelearnerstoachieveeducationalobjectivesthroughtheirownreasoning 推理 andpractice 实践 areflectionofnewlyadvocatedautonomouslearning 自主性学习 CALL计算机辅助语言学习 IfCAIorCALdealswithteachingandlearningingeneral ThenCALLdealswithlanguageteachingandlearninginparticular Computer assistedlanguagelearning CALL issuccinctlydefinedbyLevy 1997 as thesearchforandstudyofapplicationsofthecomputerinlanguageteachingandlearning CALL计算机辅助语言学习 CALLespeciallyreferstotheuseofcomputerinteachingandlearningofasecondlanguageorforeignlanguage Richards 1998 CALL计算机辅助语言学习 AccordingtoRichardsitmaytaketheformof Activitieswhichparallellearningthroughothermediabutwhichusethefacilitiesofthecomputer 1 Activitieswhichareextensionsofadaptationsofprint basedorclassroom basedactivities 2 DomesticViewpoints 在我国CALL也普遍翻译为计算机辅助语言教学 俞唐 2000 秦秀白 刘丽燕 贾国栋 2001 我国计算机辅助语言教学专业委员会的名称也是Computer AssistedLanguageLearningAssociation China DomesticViewpoints 何高大 2000 的观点 计算机辅助语言教学是指利用计算机技术为主要媒体来帮助外语教师进行外语教学的活动 桂诗春 1994 认为计算机辅助语言教学 CALL 就包括以下几个方面 使用计算机手段来帮助学生学习外语 使用计算机手段来学习外语专业有关课程 学习外语专业规定的软件 使用计算机手段来组织测试 计算结果 分析试题 评估学生水平以及建立题库 使用计算机手段来进行应用语言学的研究 以计算机为中心组织多媒体教学 以计算机为中心组织整个外语教学的系统工程 使外语教学走向科学化道路 2 HistoryofCALL HistoryofCALL 1960s 1970s 1980s 1990s HistoryofCALL CALLdatesbacktothe1960s whenitwasfirstintroducedonuniversitymainframecomputers ThePLATOproject initiatedattheUniversityofIllinois 伊利诺伊大学 in1960 isanimportantlandmarkintheearlydevelopmentofCALL Marty1981 Theadventofthemicrocomputerinthelate1970sbroughtcomputingwithintherangeofawideraudience resultinginaboominthedevelopmentofCALLprogramsAndaflurryofpublicationsofbooksonCALLareintheearly1980s CALLinthe1950sand1960s Thefirstcomputersusedforlanguagelearningwerelarge1950s mainframesthatwereonlyavailableatresearchfacilitiesonuniversitycampuses Thesepresentedparticularorganizationalproblemsaslearnershadtoleaveintheclassroomandtraveltoacomputeroratleastacomputerterminal forinstruction Thehighcostoftheseearlymachinesanddemandsuponthemforpureresearchmeantthattimeallocatedforteachingandlearningwaslimited Nonetheless theimportanceoffindingwaysefficientlyandscientificallytoteachlanguagewasperceivedandtimeandfundsmadeavailableforresearch Parallelresearchalsotookplaceonsubjectssuchasmachinetranslationthatwould inturn provideinsightsthatwouldinfluenceCALL CALLinthe1950sand1960s CALLinthe1970sand1980s In1975 microcomputerswerefirstsoldinkitform Merrilletal 1996 ThisspurredthedevelopmentofsmallapplicationsoncomputerssuchastheTimex SinclairandtheCommodorePet Manyoftheseplatformswereextremelylimitedbytheirprocessingpower CALLinthe1970sand1980s High endmainframecomputerscontinuedtobeavailableandusedforCALLresearchthroughoutthe1970sand1980satuniversitylaboratoriesandcommercialinstitutions OnefocusofCALLresearchduringthisperiodwasvideodisktechnology CALLinthe1970sand1980s TheformathasbeenlargelyreplacedwithCompactDiskRead OnlyMemory CD ROMs astheyhavegreaterinstalledbaseinpersonalcomputersandfeatureaformatthatissmaller moreconvenientandlesspronetowarping However CD ROMsdonotcarryasmuchinformationasvideodiscsand inturn arelikelysoontobereplacedbylargervolumemediasuchasDigitalVideodiscs DVD ThousandsofnewCALLprogramshavebeenpublishedsincethefewmentionedabove buttheonescitedsofarprovideanoverviewofthetypesoffeatureslikelytobeofferedinamultimediaCALLenvironment CALLinthe1990s History TherehavebeenseveralattemptstodocumentthehistoryofCALL Seemore google 3 CALLtypology phases WhenCALLbegantoreachawideraudienceinthe1980s anumberofeffortsweremadetoclassifyCALLprogramsandtoidentifythechangingphasesofCALL3 1Davies Higgins 1985 3 2Jones Fortescue 1987 3 3Hardisty Windeatt 1989 3 4Warschauer 1996 Warschauer Healey 1998 3 5Levy 1997 3 6Bax 2003 TheyidentifiedthreephasesofCALL classifiedaccordingtotheirunderlyingpedagogicalandmethodologicalapproaches BehaviouristicCALL CommunicativeCALL IntegrativeCALL Warschauer 1996 Warschauer Healey 1998 CALL BehaviouristicCALL Inthisphase whichwasconceivedinthe1950sandimplementedinthe1960sand1970s thecomputerplayedtheroleofTUTOR servingmainlyasavehiclefordeliveringinstructionalmaterialstothelearner Drill and practiceprogramswereaprominentfeatureofthisphase CommunicativeCALL CommunicativeCALLbecameprominentinthe1970sand1980s Inthecommunicativeapproachthefocusisonusingthelanguageratherthananalysisofthelanguage andgrammaristaughtimplicitlyratherthanexplicitly Thisphaseincluded Usingthecomputertostimulatediscussion writingandcriticalthinkingUsingthecomputerasatoolUsingconcordancers IntegrativeCALL Thisphasewasmarkedbytheintroductionoftwoimportantinnovations IntegrativeCALL startingfromthe1990s Multimedia Multimedia MultimediaCALLbegantomakeanimpactinthelate1980sandwaswellestablishedbythemid 1990s TheintroductionofmultimediaCALLmeantthatreading writing speakingandlisteningcouldbecombinedinasingleactivity withthelearnersexercisingahighdegreeofcontroloverthepaththattheyfollowthroughthelearningmaterials TheInternet TheInternet TheearliestpublicmanifestationoftheInternetwasinthe1970s butitdidnotmakeasignificantimpactonCALLuntilthearrivaloftheWorldWideWebin1993 TheInternet especiallytheWeb whichisasubsetoftheInternet broughtnumerousadvantages buildingonmultimediatechnologyandinadditionenablingbothasynchronous 不同步 andsynchronous 同步 communicationbetweenlearnersandteachers Behaviorism 行为主义 Duringthefirstphasesofcomputeruseinteachinglanguage fromthe1950sthrough 60s BEHAVIORISMwasthedominanttheory AtthattimeCALLischaracterizedasdrillandpracticemodeled TheoreticalBasis 1 B F Skinnerasthebest knownadvocateofbehaviorism arguesthatthechangesinbehavioraretheresultofanindividual sresponseandthatthisresponsehasaconsequence Furthermore hesupportsthatbyreinforcingaparticularStimulus Response S R patterntheindividualisconditionedtorespond TheoreticalBasis 2 Cognitivism 认知主义 Cognitivetheoristnowbelievesthattherearesocialinfluencesoncognition Researchersincreasinglyareturningtheirattentiontolearners interactionswithparents peers andteachersintheirhomes neighborhoods andschools TheperspectiveguidingtheseinvestigationsisSocialCognitiveTheory Sternberg Wagner 1994 Inrecentyears CognitiveLearningTheoryhashadagreatinfluenceonlanguageteachingmethodology Inacognitiveapproach thelearnerisviewedasanactiveparticipantinthelearningprocess usingvariousmentalstrategiesinordertosortoutthesystemofthelanguagetobelearned TheoreticalBasis 3 Constructivism 建构主义 Constructivismisahumanisticmodelsuggestingthatlearningisaprocessbywhichlearnersconstructnewideasorconceptsbymakinguseoftheirownknowledgeandexperiences Constructivismencouragesmovementawayfromthetransmissionmodeloflearningtotheexperientialmodel Nunan 2001 Constructivismisaproblem orientatedlearningapproachinwhichthelearnerisexpectedtoconstructhisorherownrealitybasedonapersonalizedunderstandingofthelearningmaterials Theroleoftheteacherisafacilitatoroflearning ratherthanasanexpert Additionalmaterials 计算机辅助语言教学的理论基础经历了从最初的行为主义学习理论到认知主义学习理论 再到今天的建构主义学习理论的三大演变 发展到今天比较成熟的阶段 该演变过程有两大特征 连纯华 2004 一是学习理论由一般的认知主义演变为建构主义二是强调不仅以建构主义学习理论作为计算机辅助语言教学的基础理论 而且强调要以建构主义的教学理论作为计算机辅助教学的理论基础 4 Softwaredesign evaluation Technology Design Evaluation CALL TECHNOLOGY Formanyyears basicdrill and practicesoftwareprogramsdominatedthemarketinCALL Theseprogramsfocusedonvocabularyordiscretegrammarpoints Thiscanbeillustratedbyalotofbasicdrill and practiceprogramsavailable Higgins 1993 1 Customizing template andauthoringprograms定制 模块和编程Teachersusetheseprogramstocreatesimpleorelaboratesoftwareprogramswiththeirownmaterials Inthiswayteachersareabletodesigntheprogramtofittheirwonlessonplans Garrett 1991 Higgins 1993 2 Computernetwork计算机网络LOCALAREANETWORKS LAN局域网 arecomputerslinkedtogetherbycables 光缆 inaclassroom lab orbuilding Theyofferteachersanovelapproachforcreatingnewactivitiesforstudentsthatprovidemoretimeandexperiencewiththetargetlanguage Higgins 1993 3 Compactdisktechnology软盘技术TheCOMPACTDISK READONLYMEMORY CD ROM allowshugeamountsofinformationtobestoredononediskwithquickaccesstotheinformation Bothteachersandstudentscanefficientlyfindtheinformationinsideoroutoftheclass Higgins 1993 4 Digitizedsound数字化语音Compactdisksthatusedigitizedsoundofferquickrandomaccesstoinformationaswellassuperiorsoundquality 利用数字化语音的激光盘 提供了快速自由的获取信息和优良的声音质量 Higgins 1993 5 USB UniversalSerialBus Mostcomputershaveatmosttwoserialports andtheyareveryslowinmostcases ThegoalofUSBistoendalloftheseproblems 许多计算机至少有连个串行口 多数情况下运行很慢 USB能够很好的解决这个问题 USBdevicesarehot s 热交换 meaningyoucanplugthemintothebusandunplugthemanytime WithaUSBinhand students learningismuchmorefacilitated eitherinretrievingorindownloading SoftwareDesign CarefulconsiderationmustbegiventopedagogyindesigningCALLsoftware butpublishersofCALLsoftwaretendtofollowthelatesttrend regardlessofitsdesirability Moreover approachestoteachingforeignlanguagesareconstantlychanging datingbacktogrammar translation throughthedirectmethod audio lingualismandavarietyofotherapproaches tothemorerecentcommunicativeapproachandconstructivism Decoo2001 DesigningandcreatingCALLsoftwareisanextremelydemandingtask callinguponarangeofskills MajorCALLdevelopmentprojectsareusuallymanagedbyateamofpeople Asubjectspecialist alsoknownasacontentprovider usuallyalanguageteacher whoisresponsibleforprovidingthecontentandpedagogicalinput MorethanonesubjectspecialistisrequiredforlargerCALLprojects Aprogrammerwhoisfamiliarwiththechosenprogramminglanguageorauthoringtool Agraphicdesigner toproducepicturesandicons andtoadviseonfonts color screenlayout etc Aprofessionalphotographeror attheveryleast averygoodamateur 业余 photographer Graphicdesignersoftenhaveabackgroundinphotographytoo Asoundengineerandavideotechnicianwillberequiredifthepackageistocontainsubstantialamountsofsoundandvideo Aninstructionaldesigner DevelopingaCALLpackageismorethanjustputtingatextbookintoacomputer Aninstructionaldesignerwillprobablyhaveabackgroundincognitivepsychologyandmediatechnology andwillbeabletoadvisethesubjectspecialistsintheteamontheappropriateuseofthechosentechnology Gimeno Davies2010 SoftwareEvaluation EvaluatingCALLsoftwareisnotastraightforwardjob It squitedifferentfromevaluatingabook AgooddealofthecontentsofaCALLsoftwarepackageorawebsitewillnotbeimmediatelyvisibleandwillonlyappeariftheuserfollowsaparticularroute Inaddition therearefactorssuchasscreendesign user friendliness natureoftheinteraction etctotakeintoaccount AllowatleastanhourtoexamineaCALLsoftwarepackageorawebsite AswehaveseenfromtherangeofdifferenttypesofCALLprograms itisdifficulttoapplyonesetofevaluationcriteriatoCALLsoftware andthenthereistheissueofhowyouintendtousethepackageinyourteachingprogram Doyouintendtousethesoftwareforwhole classteaching Doyouintendtousethesoftwareinaself accesscentre Howdoyouintendtointegratethesoftwareintoyourteaching Thekeyissue asChrisJonespointedoutaslongagoas1986 is It snotsomuchtheprogram morewhatyoudowithit 5 CALLinlanguageteaching Teachers changingrole 5 1Teacher straininganddevelopment WiththegreatdemandforCALLcourses thereisanurgentnecessitytoreflectupontherolesandcompetenciesofteacherswhoplantodelivercoursesviacomputersornetworks Languageteachereducationhasbecomeincreasinglyfragmentedandunfocused Basedonakaleidoscopeofelementsfrommanydifferentdisciplines effortstoeducateindividualsaslanguageteachersoftenlackacoherent commonlyacceptedfoundation Initsplace teachereducatorandteachereducationprogramssubstitutetheirownindividualrationales basedonpedagogicalassumptionsorresearch orfunctioninavacuum assuming yetneverarticulating thebasesfromwhichtheywork Freeman1989 5 1 1TherelationshipbetweenCALLandLearnerAutonomy TheversatilemoderngenerationofCALLprograms tendstoshowawarenessoftheneedtogivethestudentsignificantresponsibilityoverthemanagementtasksinhisorherlearning Itisentirelycrediblethatsuchprograms canpromotethedevelopmentoflearnerautonomytotheextentthattheycanstimulate mediateandextendtherangeandscopeofthesocialandpsychologicalinteractiononwhichalllearningdepends Little 1996 5 1 2ConstraintsonthepracticeofCALL Learners lackoftechnicalcompetenceLearners interestLearners disinclinationtobeautonomousPoorinteractionamonglearners 5 1 3Newmodelsofteachers professionaldevelopment ResearchonexemplarymodelsforprofessionaldevelopmentTechnologicalsupportSupportforthetransition 5 2Constructionofthenewteachingmodel Implicationofthenewteachingmodel Fromtheabovefigure weknowthattherearethreemaincomponentsoftheCALLclassroom thelearner theteacher and thecomputer 5 2 1Teacher schangingroles Withinbothgeneraleducationandsecondlanguageteachingfieldsincethe1960s therehasbeenamovementawayfromteacher dominatedmodesoflearningtomorelearner centeredapproaches Forlanguageteachers thereisanew moreevolvedrolewhichcanbe ifinsomewaysmorechallenging alsomoreexcitingandfulfilling Arnold2000 Therearealsoclearsignstodayshowingthattheimportanceoftheteachers rolesinthelanguagelearningprocesseshavenotdiminished Thiscanalsobeseeninsomeofthepublicationsonteacherdevelopment RichardsandFreeman1996 Woods1996 andtheemphasisincurrentsecondlanguageacquisitionstudiesonqualitativeresearchinwhichteachersareactiveparticipantsorinitiators Teachers roles TonyWright 1987 pointsout teachersessentiallyhavetwomajorrolesintheclassroom tocreatetheconditionsunderwhichlearningcantakeplace thesocialsideofteaching toimpart byavarietyofmeans knowledgetotheirlearners thetask orientedsideofteaching ManagerResourceGuideEvaluatorOrganizerInstructor ModelofTeachers RolesinClassroom Wright 1987 5 2 2Teachers Roles teachers rolechangingfromoracleandlecturertoconsultant guide andresourceproviderteachersbecomeexpertquestioners ratherthanprovidersofanswersteacherprovidesstructuretostudentwork encouragingself directionfromasolitaryteachertoamemberofalearningteamfromtotalcontroloftheteachingenvironmenttosharingwiththestudentasfellowlearnerteacher learnerhierarchyisbrokendown Conclusion 6 Currentresearchinterest ThedisciplineofCALLisrelativelynewanddifferfromotherfieldsofstudywithinAppliedLinguisticsforthebasicreasonthattherateofchangeofthetechnologicalaspectsdeeplyinfluencestheory practiceandresearch Textonly Text monochromeimages Colorgraphics Icon basedMenusystems sound Animation video Networkedcommunication SpeechandHandwritingrecognition Virtualreality Future 6 1Progressionincomputerpresentationtechnology 20yearsago 6 2DelayofresearchinCALL Thepaceofchangeincomputertechnologyandtheusualdelayinconducting reporting publishinganddisseminatingresearchalsoservestodifferentiateCALLfromotherareasinAppliedLinguistics Thisdelaymeansthateveninthecaseofreportingresearchthroughanon papermediumsuchasonthebyemail agreatdealofresearchmaybeoutofdatebeforeitreachesitintendedaudience 6 3Thecomputerasatoolofresearch Thecomputerisnotonlyasubjectofresearch itisnowauniversallyimportanttoolinconductingresearch Onthesimplestlevel computersareusedtosavetimepreviouslyspentcompilingandpresentingstatisticaldata Onmoreadvancedlevels thecomputerisusedtocollectdata 6 4Theroleofcommercialpublishers AfurtherdifferencebetweenCALLandotherareasofAppliedLinguisticsisthatthecommercialsoftwareindustry notuniversityacademics isthemajorcreatorofthemostcommonlyusedlearningmaterials FortherearenotenoughCALLmaterialstochoosefrom changesinCALLtendtobegovernedmorebytheadvancesintechnologythanpedagogicalinsights Conclusion MyConclusion CALListhestudyofusingcomputerasatoolinsecond foreignlanguageteachingandlearningprocess ItdevelopsalongwiththeinventionandapplicationofPC butbasesonthetransitionoflearningtheoriesfromBehaviorismtoConstructivism Althoughwenowusecomputersinlanguageteachingandlearningmoreandmorefrequently thereisnodoubtthatteacherscannotbetotallysubstitute butchangesshouldbemadeintheirrolesofbecomingaguideorresourceprovider Evenwithlimitations thedevelopmentofCALLwillcertainlybecontinued THANKYOU Berge 1995 showsalistofrecommendationsthattheteacher moderatormustbeawareduringtheplanningandimplementationofthematerialsandthecourse Pedagogical useofdiscursiveresourcesastofacilitatelearning 85Social incentiveofhumanrelationsamongmembersofthegroup Managerial establishmentofgeneralproceduresfordiscussionanddevelopmentofactivities Technical transparencyoftechnologyforanadequaterelationbetweenthesystem thesoftwareandtheinterfaceselected ItisalltooeasywhendesigningCALLsoftwaretotakethecomfortablerouteandproduceasetofmultiple choiceandgap fillingexercises usingasimpleauthoringtool Bangs2011 butCALLismuchmorethanthis Stepp Greany 2002 forexample describesthecreationandmanagementofanenvironmentincorporatingaconstructivistandwholelanguagephilosophy Impact ThequestionoftheimpactofCALLinlanguagelearningandteachinghasbeenraisedatregularintervalseversincecomputersfirstappearedineducationalinstitutions Davies Hewer2011 AdistinctionneedstobemadebetweentheimpactandtheeffectivenessofCALL ImpactmaybemeasuredquantitativelyandqualitativelyintermsoftheuptakeanduseofICTinteachingforeignlanguages issuesofavailabilityofhardwareandsoftware budgetaryconsiderations Internetaccess teachers andlearners attitudestotheuseofCALL changesinthewaysinwhichlanguagesarelearntandtaught andparadigmshiftsinteachers andlearners roles Effectiveness ontheotherhand usuallyfocusesonassessingtowhate