"If you poison the environment, the environment will poison you. "-- Tony Follari
"One touch of nature makes the whole world kin. "-- William Shakespeare
ASSIGNMENT 1
CAI : Computer-Assisted Instruction
CAL : Computer Assisted Learning
CALI : Computer-Assisted Language Instruction
CALT: Computer-assisted Language Teaching
CALT : Computer-Assisted Language Testing
CAT : Computer-Activated Task
CBT : Computer Based Learning
CMC : Computer-Mediated Communication
CMCD : Computer Mediated Classroom Discussion
NBC : Network-Based Communication
NBL : Network-Based Learning
CMI : Computer-Managed Instruction
TELL : Technology Enhanced Language Learning
WELL : Web Enhance Language Learning
Authentic Use of Language
Communicative CALL emerged in the 1970’s and 1980’s as a reaction to the behaviorist approach to language learning. However, communicative CALL led the teacher to be distant and students left to work independently and this undermined collaborative demand of language learning. According to Warshaeur (1996), the dissatisfaction with the communicative approach led many of the language practitioners to another approach which is known as the integrative or socio-cognitive approach.
Socio-cognitive approach aims to integrate the various skills of language learning such as listening, speaking, writing and reading and also to integrate technology into the language learning process. Also in this approach, real language which is used in a meaningful and authentic context is being emphasized whereby students are given authentic reading materials like from the World Wide Web (WWW). The World Wide Web becomes the source of learning authentic language as it provides authentic text and multimedia materials such as online newspapers, magazines, advertisements, brochures, radio broadcast, e-books and so on. The expansion of technological advancements such as the internet and multimedia technology which includes sound, graphics, image, animation, and video, helps learners understand authentic use of language better. For example, talking e-dictionary, song clips and video clips of native speakers’ conversation can improve learners’ pronunciation. In the integrative approach also, the authentic use of the language can be divided into task-based, content-based and project-based methods.
First and foremost, the use of task-based activities in the classroom is an excellent way to encourage students to use a language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. According to The National Capital Language Resource Centre, Washington DC (2004), by working in groups, students can collaborate to develop a work plan, which will enhance their proficiency in the language in a variety of ways because they learn from each other.
Secondly, content-based method suggests that the optimal language learning occurs when language is used as a medium for studying subject matter. For example, the use of English as the medium of instruction in non-English community can make learners learn English at the same time in their attempts to understand what is being taught and studied. Karet and Ward (1996) state that the strength of the content-based method is that language learning is contextualized and purposeful. For example, it provides the learner with purposeful tasks and opportunities for meaningful communication. This approach is to increase students’ procedural knowledge by providing them the right tools (linguistic or internet) that they need to master their academic tasks. It focuses on learning the content subject and thus, the World Wide Web (WWW) provides comprehensible input such as graphics, audio and video to aid students’ understanding of the content. Besides, other features in the internet which facilitate learning are the applications of CU-SeeMe and Internet Relay Chat (IRC) which provides an authentic environment and real audiences for students. CU-SeeMe is an audio and video conferencing program that engages foreign language students in voice conversation. Students can talk directly to as well as see or be seen by the person, who can be the native speaker that they are addressing. While IRC enables synchronous conversation among users around the world via “channels” (such as “music”, “love”, “university” etc) by exchanging typed messages. Each channel is dedicated to a specific topic of discussion that learners maybe able to discuss it with the native speakers, thus making language learning occurs simultaneously with content understanding. Therefore, this method makes language learning more exciting as well as learning a subject more enjoyable.
Lastly, the project-based method is an approach that contextualizes learning by presenting learners with problems to solve or products to develop. This can give students the opportunity to create, discover, research, and learn. According to Moss and Van Duzer (1998), project-based method functions as a bridge between using English in class and using it in real life situation outside the class. This is because when learners work in pairs or in teams, they find they need skills to plan, organize and present their research or project. This also requires the students to think for themselves and involves student decision making. In doing all those things, students of different backgrounds and mother tongues need to talk to each other in order to get the project done. So, they of course have to use their second language, English to communicate even though they are not in class and this shows how they apply their language learning in real life situation. Thus, the collaborative nature of project work enhances the application of learners’ language skills which include reading, writing, listening and speaking skills.
References:Communicative CALL emerged in the 1970’s and 1980’s as a reaction to the behaviorist approach to language learning. However, communicative CALL led the teacher to be distant and students left to work independently and this undermined collaborative demand of language learning. According to Warshaeur (1996), the dissatisfaction with the communicative approach led many of the language practitioners to another approach which is known as the integrative or socio-cognitive approach.
Socio-cognitive approach aims to integrate the various skills of language learning such as listening, speaking, writing and reading and also to integrate technology into the language learning process. Also in this approach, real language which is used in a meaningful and authentic context is being emphasized whereby students are given authentic reading materials like from the World Wide Web (WWW). The World Wide Web becomes the source of learning authentic language as it provides authentic text and multimedia materials such as online newspapers, magazines, advertisements, brochures, radio broadcast, e-books and so on. The expansion of technological advancements such as the internet and multimedia technology which includes sound, graphics, image, animation, and video, helps learners understand authentic use of language better. For example, talking e-dictionary, song clips and video clips of native speakers’ conversation can improve learners’ pronunciation. In the integrative approach also, the authentic use of the language can be divided into task-based, content-based and project-based methods.
First and foremost, the use of task-based activities in the classroom is an excellent way to encourage students to use a language. Tasks may involve solving a word problem, creating a crossword puzzle, making a video, preparing a presentation, or drawing up a plan. In these classroom activities, students use the language to fill an information gap by getting answers or expanding a partial understanding. For example, students work in pairs, and each is given half of a map, grid, or list needed to complete a task. According to The National Capital Language Resource Centre, Washington DC (2004), by working in groups, students can collaborate to develop a work plan, which will enhance their proficiency in the language in a variety of ways because they learn from each other.
Secondly, content-based method suggests that the optimal language learning occurs when language is used as a medium for studying subject matter. For example, the use of English as the medium of instruction in non-English community can make learners learn English at the same time in their attempts to understand what is being taught and studied. Karet and Ward (1996) state that the strength of the content-based method is that language learning is contextualized and purposeful. For example, it provides the learner with purposeful tasks and opportunities for meaningful communication. This approach is to increase students’ procedural knowledge by providing them the right tools (linguistic or internet) that they need to master their academic tasks. It focuses on learning the content subject and thus, the World Wide Web (WWW) provides comprehensible input such as graphics, audio and video to aid students’ understanding of the content. Besides, other features in the internet which facilitate learning are the applications of CU-SeeMe and Internet Relay Chat (IRC) which provides an authentic environment and real audiences for students. CU-SeeMe is an audio and video conferencing program that engages foreign language students in voice conversation. Students can talk directly to as well as see or be seen by the person, who can be the native speaker that they are addressing. While IRC enables synchronous conversation among users around the world via “channels” (such as “music”, “love”, “university” etc) by exchanging typed messages. Each channel is dedicated to a specific topic of discussion that learners maybe able to discuss it with the native speakers, thus making language learning occurs simultaneously with content understanding. Therefore, this method makes language learning more exciting as well as learning a subject more enjoyable.
Lastly, the project-based method is an approach that contextualizes learning by presenting learners with problems to solve or products to develop. This can give students the opportunity to create, discover, research, and learn. According to Moss and Van Duzer (1998), project-based method functions as a bridge between using English in class and using it in real life situation outside the class. This is because when learners work in pairs or in teams, they find they need skills to plan, organize and present their research or project. This also requires the students to think for themselves and involves student decision making. In doing all those things, students of different backgrounds and mother tongues need to talk to each other in order to get the project done. So, they of course have to use their second language, English to communicate even though they are not in class and this shows how they apply their language learning in real life situation. Thus, the collaborative nature of project work enhances the application of learners’ language skills which include reading, writing, listening and speaking skills.
Karet, J., & Ward, D. (1996). Content-Based Approach to Internet Literacy. Retrieved December 17th, 2006 from http://www.content-based/ Approach to Internet Literacy.htm
Moss, D., & Van Duzer, C. (1998). Project-Based for Adult English Language Learners. Retrieved December 17th, 2006 from National ClearingHouse for ESL Literacy Education Washington DC. Website: http://www.utpjournals.com/product/cmlr/553/content3.html
The National Capital Language Resource Centre, Washington DC. (2004). Teaching Goals and Methods Guidelines for Communicative. Retrieved December 17th, 2006 from http://www.nclr.org/essentials/goalsmethods/guidlines.htm
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