Part
One: Overview the issue
Part
One: Overview the issue
| Krashen's View (Krashen, 1982) | Krashen's View (Krashen, 1982) |
| Optimal input is comprehensible |  Multimedia support
Learner control
Immediate feedback |
| Optimal input is interesting/relevant | Cultural context
Motivating
Group interactions |
| Optimal input is in sufficient quantity | Produce repetitions
Provide error correction |
| Optimal input provides low affective filter | Non-threatening environment
Simulate interpersonal communication
without
suffering real-life mistakes |
A. Limited oral applications (speech recognition)
B. Poor design of many programs
C. Evaluating creating writing
D. Non-communicative orientation
Part
Two: --- Computer Uses in Instruction
How can I use CALL in my teaching? How do I evaluate my software?
I. Robert Taylor's Scheme of Computer Uses in Instruction (Merrill,
1996)
A. The computer as Tool: The computer is used as an aid or facilitator in accomplishing some task.
1. Ways of using
tools:
a. Tools can be used by the teacher to perform common workplace tasks such
as preparation
¡@¡@¡@ of instructional materials, record keeping, management
of the instructional process.
b. Tools can be used by the student in much the same fashion.
c. Tools can be the objects of instruction.
2. Common instructional
tool categories
a. Word processing
b. Database management
c. Numerical calculation and analysis
d. Graphics
e. Communications
f. Production support tools
g. Integrated package
B. The Computer as Tutor: The computer provides instruction to the user.
1. Common categories
of tutor mode use
a. Drill and practice
b. Tutorials
c. Simulations
d. Instructional games
e. Problem-solving software
C. The Computer as Tutee: The computer adopts the role of "student" while the user becomes the "teacher."
1. Why do it?
2. Computer
languages: What are they?
3. Types of
languages:
a. General programming languages: Require the programmer to enter lines
of computer code to construct the course.
b. Authoring languages
Part
Three: Using the Internet to teach languages (Sperling, 1997)
I. Internet basics
A. Brief history of the Internet: http://www.ocean.ic.net/ftp/doc/nethist.html
B. Getting connected:
1. A computer
2. A modem
C. Web browsers
1. Netscape
Navigator http://home.netscape.com/
2. Microsoft
Explorer http://microsoft.com/
D. Reasons for using the internet in language
teaching http://www.aitech.ac.jp/~iteslj/Articles/Lin-OnlineGrammar.html
1. The access
to a wide range of resources
2. The ease
and speed of getting information to large number of students
3. The attractive
layout and graphics
4. The links
to numerous other sites
5. The students
getting feedback without teachers having to mark their work
II. Internet services for language teaching
A. E-mail ---
You can instantly send and receive electronic mail from around the world.
(Warschauer, 1995)
California E-mail Project Home Page http://www.otan.dni.us/webfarm/emailproject/email.html
E-Mail Classroom Exchange http://www.iglou.com/xchange/ece/index.html
E-Mail Key Pal Connection http://www.comenius.com/keypal.index.html
ESL Student E-mail Connection
for Students http://www.pacificnet.net/~sperling/student.html
B. Mailing lists
--- Through e-mail, you can participate in discussions on thousands of
topics
C. USENET news
--- You can read and post messages on almost every imaginable topic.
D. Chat --- You
can participate in live conversations, using text, audio, and even video.
E. MOOs --- MUD
Object Oriented, where several people can interact with one another simultaneously.
III. ESL Resources on the Internet: See
http://www.eng.fju.edu.tw/iacd_98F/tesol/links.htm
http://mason.gmu.edu/~epiphany/docs/esl.html
IV. Evaluating web resources: See Appendix III [page 9,10].
¡@ http://www.library.ucla.edu/libraries/college/instruct/web/critical.htm
References
