The
history of CALL
Introduction:
Long
time ago the use of computers in language teaching was not of a big deal.
Recently, computers become very important tool as language learning assistant.
The General Introduction by Philip Hubbard presents an overview of the
foundation of CALL (Computer Assisted Language Learning). The author starts
with a definition of CALL:
"Beatty
offers the following characterization: ‘a definition of CALL that accommodates
its changing nature is any process in which a learner uses a computer
and, as a result, improves his or her language’ (2003:7)." . So, in Beatty’s sense CALL does not lead to
improving language directly, but rather to improving the learning conditions in
some fashion.
The
foundations of CALL:
The
foundation of this field includes the conceptualization of research, design,
and evaluation. In this stage there have been two different points of views
considering the use of computers in teaching second language. The first one
criticizes this field as being overly ‘technology driven’ at the expense of
theory, research and pedagogy. The second one criticizes the field for being
connected to general education more than focusing on how well the language will
be learned.
The history
of CALL:
In the
1960s, computers have been used for language teaching. However, the history of
CALL can be divided into three stages: behavioristic CALL, communicative CALL,
and integrative CALL. Each stage identifies a specific level of technology and
pedagogical approach.
1)
Behavioristic
CALL:
The behavioristic Computer Assisted
Language Learning (CALL) started as an idea in the 1950s. However, that idea put
into practice in the 1960s and 1970s. This mode of CALL
featured
repetitive language drills, referred to as drill—
and-practice.
In this type, the computer was seen as a mechanical tutor in which students
cannot get feedback and they cannot learn as a group.
2)
Communicative
CALL:
Communicative CALL, occurred in the late
1970s and early 1980s. In that period of time, the behavioristic approaches to
language teaching were being rejected at both the theoretical and pedagogical level,
and when new personal computers were
creating
greater possibilities for individual work. The main concept of this stage was
to teach students to concentrate on the deep information rather than
superficial ones. However, the main focus was not on the technology, but rather
on the team work among students while using the computers.
3)
Integrative
CALL:
By the late 1980s and early 1990s, the
communicative CALL was criticized because the computers was still separated
from the action of language learning. That led to the emergence of the
integrative CALL as a new concept for using computers in language learning.
This perspective aims both to unify the different learning skills (Reading,
Writing, listening, and speaking), and also integrate technology
more fully
into the language learning process. This approach focuses more on technology as
an outstanding process of language learning and use.
References:
·
Hubbard, P.,
(2010, January). GENERAL INTRODUCTION:
Foundations of CALL, Stanford, America.
·
Healey, D., &
Warschauer, M. (1998). State of the art article. Computers and language
learning: an overview, 31,57-71.
summarized by:( Wejdan Ibrahim)
