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1、Chapter 10Language and the Computer,2,1. CAI, CAL teaches grammar implicitly rather than explicitly; allows and encourages students to generate original utterances rather than just manipulate prefabricated language; does not judge and evaluate everything the students nor reward them with congratulat
2、ory messages, lights, or bells;,9,avoids telling students they are wrong and is flexible to a variety of student responses; uses the target language exclusively and creates an environment in which using the target language feels natural, both on and off the screen; and will never try to do anything
3、that a book can do just as well.,10,Communicative CALL: Model 1,Computer as “knower-of-the-right-answer”, an extension of the computer as tutor model. But the process of finding the right answer involves a fair amount of student choice, control, and interaction. Programs to provide skill practice, b
4、ut in a non-drill format. Courseware for paced reading, text reconstruction, and language games.,11,Communicative CALL: Model 2,Computer as stimulus. Purpose is not so much to have students discover the right answer, but rather to stimulate students discussion, writing, or critical thinking. Softwar
5、e used for these purposes include a wide variety of programs which may not have been specifically designed for language learners.,12,Communicative CALL: Model 3,Computer as tool or, as workhorse. The programs do not necessarily provide any language material at all, but rather empower the learner to
6、use or understand language. Examples include word processors, spelling and grammar checkers, desk-top publishing programs, and concordancers.,13,By the end of the 1980s, many educators felt that CALL was still failing to live up to its potential. Critics pointed out that the computer was being used
7、in an ad hoc and disconnected fashion and thus “finds itself making a greater contribution to marginal rather than to central elements” of the language teaching process.,14,1.3 Integrative CALL,Multimedia: CD-ROM (text, graphics, sound, animation, and video) hypermedia The Internet: computer-mediate
8、d communication (CMC),15,Hypermedia: advantages,a more authentic learning environment is created; skills are easily integrated; students have great control over their learning; it facilitates a principle focus on the content, without sacrificing a secondary focus on language form or learning strateg
9、ies.,16,Hypermedia: disadvantages,Quality of available programs. Todays computer programs are not yet intelligent enough to be truly interactive. Multimedia technology as it currently exists thus only partially contributes to integrative CALL.,17,The Internet,Language learners can communicate direct
10、ly, inexpensively, and conveniently with other learners or speakers of the target language 24 hours a day, from school, work, or home. This communication can be asynchronous through tools such as electronic mail (e-mail), or it can be synchronous, using programs which allow people all around the wor
11、ld to have a simultaneous conversation by typing at their keyboards. It also allows not only one-to-one communication, but also one-to-many.,18,CMC allows users to share not only brief messages, but also lengthy documents-thus facilitating collaborative writing-and also graphics, sounds, and video.
12、Using the World Wide Web (WWW), students can search through millions of files around the world within minutes to locate and access authentic materials exactly tailored to their own personal interests. They can also use the Web to publish their texts or multimedia materials to share with partner clas
13、ses or with the general public.,19,1.4 Conclusion,The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With th
14、e advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials.,20,As pointed out by Garrett (1991), “the use of the computer does not constitute a method”. Rather, it is a “medium in which a variety of methods, approaches, and pedagogical phi
15、losophies may be implemented”. The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use.,21,As with the audio language lab “revolution” of 40 years ago, those who expect to get magnificent results simply from the purchase of expensive and elaborate systems will l
16、ikely be disappointed. But those who put computer technology to use in the service of good pedagogy will undoubtedly find ways to enrich their educational program and the learning opportunities of their students.,22,2. Machine Translation (MT),A form of translation where a computer program analyses the text in one language the “source text” and then attempts to produce another, equivalent text in another language the target text without human intervention. Currently the state of machine transl
