Week+7

= Summary of The Article: Computer-Assisted Language Learning: An Introduction =

by Mark Warschauer [[image:CALL.gif width="144" height="134" align="center"]]
The author says that Computer-Assisted Language Learning has had three distinct phases: behavioristic CALL, communicative CALL, and integrative CALL.

Behavioristic CALL involved repetitive language drills that are referred to as "drill and practice". According to Warschauer drill and practice courseware was based on the model of computer as tutor, in other words a model in which the computer is the vehicle for delivering instructional materials to the students.

Communicative CALL supported by John Underwood focuses on using forms rather than on the forms per se, teaches grammar implicitly rather than explicitly, has students generate original utterances instead of having them manipulate prefabricated language, is flexible to a variety of students' answers (it does not point out that a student's answer is incorrect), uses the target language to create original environments. Communicative CALL also uses two other models, the model of computer as stimulus and the model of computer as tool. The former does not have the students discover the correct answer, but rather it stimulates students' discussion, writing, or critical thinking. The later does not necessarily provide any language material at all, but rather empowers the student to use or understand language.

Integrative CALL is based on two technological developments: multimedia and the Internet. The former allows a variety of media to be accessed on a single computer, and entails hypermedia which is the linking of all multimedia resources. The later allows language learners to communicate directly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from school, work, or home. The communication can be asynchronous or synchronous. It also allows language learners to share brief messages, formatted or unformatted documents. Students can also search through millions of files around the world within minutes to locate and access authentic materials. They can use the Web to publish their texts or multimedia materials to share with classmates or with the general public, too.

In conclusion, the author affirms that CALL entails several models of computers for language teaching:a tutor which offers language drills or skill practice, a stimulus for discussion and interaction, or a tool for writing and research. Besides, through the Internet language learners can have a medium of global communication and a source of limitless authentic materials.

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