call 5

Theoretical basis for CALL instruction design

Computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers now think about the implications. Technology can bring about changes in the teaching methodologies of foreign language beyond simply automating fill-in-the-gap exercises. ^[3] The use of the computer in and of itself does not constitute a teaching method, but rather the computer forces pedagogy to develop in new ways that exploit the computer's benefits and that work around its limitations. ^[1] To exploit the computers’ potential, we need language teaching specialists who can promote a complementary relationship between computer technology and appropriate pedagogic programs. ^[3]
A number of pedagogical approaches have developed in the computer age, including the communicative and integrative/experimentative approaches outlined above in the History of CALL. Others include constructivism, whole language theory and sociocultural theory although they are not exclusively theories of language learning. With constructivism, students are active participants in a task in which they “construct” new knowledge based on experience in order to incorporate new ideas into their already-established schema of knowledge. Whole language theory postulates that language learning (either native or second language) moves from the whole to the part; rather than building sub-skills like grammar to lead toward higher abilities like reading comprehension, whole language insists the opposite is the way we really learn to use language. Students learn grammar and other sub-skills by making intelligent guesses bases on the input they have experienced. It also promotes that the four skills (reading, writing, listening and speaking) are interrelated. ^[4] Sociocultural theory states that learning is a process of becoming part of a desired community and learning that communities rules of behavior. ^[5]
What most of these approaches have in common is taking the central focus away from the teacher as a conveyor of knowledge to giving students learning experiences that are as realistic as possible, and where they play a central role. Also, these approaches tend to emphasize fluency over accuracy to allow students to take risks in using more student-centered activities, and to cooperate, rather than compete. ^[3] The computer provides opportunity for students to be less dependent on a teacher and have more freedom to experiment on their own with natural language in natural or semi-natural settings.