Foreign Language in the Elementary Schools and Computer-Assisted Language Learning

Hispania ◽  
1992 ◽  
Vol 75 (5) ◽  
pp. 1304
Author(s):  
Leslie L. Schrier ◽  
Michael G. Fast
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Computer Assisted ◽  
Computer Assisted Language Learning

Understanding Idiomaticity in CALL

2020 ◽  
pp. 24-47
Author(s):  
John I. Liontas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Figurative Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Active Involvement

The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.

Understanding Idiomaticity in CALL

2018 ◽  
pp. 36-58 ◽  
Author(s):  
John I. Liontas
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Figurative Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Active Involvement

The primary aim of this chapter is to investigate the effectiveness of Computer Assisted Language Learning (CALL) technologies, tools, and resources for figurative language in general and idiom learning in particular. The secondary aim is to explore the CALL training practices affecting the attainment of idiomaticity in English as a second or foreign language. Idiomaticity training is anchored in an online methodology of idiomaticity teaching that takes into account learners' interests and active involvement. Such focus is particularly useful for the purposes of diagnosis and achievement, and the research to date is a promising start to further work on idiomaticity. The chapter provides recommendations for idiomaticity training-and-teaching as well as time-tested practices for further theorizing and research. It is hoped that the practices and recommendations explored here will spur on more research in this vein. Pedagogical and research implications are also discussed.

A hypertext approach to foreign language reading

2003 ◽  
Vol 17 ◽  
pp. 91-110 ◽  
Author(s):  
Jeong-Bae Son
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Foreign Language Learners ◽  
Foreign Language Reading ◽  
Reading Materials ◽  
Reading Text ◽  
Computer Based

This article reports the results of a study conducted to examine the use of three different reading text formats: paper-based format (PF), computerbased non-hypertext format (NHF), and computer-based hypertext format (HF). It investigates foreign language learners’ reactions to the three text formats, focusing particularly on the usefulness of hyperlinks in computermediated text to provide readers with optional assistance during independent reading. Data collected from an interview with a group of Korean as a foreign language (KFL) students are presented and discussed. The results of this study show that the students considered the use of hyperlinks to be helpful and useful for their learning and suggest that it is important to look at the way in which reading materials and supporting information are presented when designing or selecting computer-assisted language learning (CALL) programs.

The impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning

2016 ◽  
Vol 6 (4) ◽  
pp. 210-217 ◽  
Author(s):  
Assoc. Prof. Dr. Ali Rahimi ◽  
Samira Mouri
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Vocabulary Learning ◽  
Control Group ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Students ◽  
The Impact ◽  
Experimental Group

This study aimed to explore the impact of computer-assisted language learning on Iranian EFL students’ vocabulary learning. Participants of the study were 76 students – 29 males and 47 females – learning English as a foreign language in Parto, Sadr, Poyesh and Andishe Institutes in Ahvaz who were selected after taking the Nelson English Language Test as a proficiency test. They were randomly divided into two groups. One group was taken as control and the other as experimental group. Both groups participated in the teacher-made test of vocabulary, Vocabulary Levels Test (VLT), and Word-Associates Test (WAT) as pre-test. During class sessions the control group was taught the vocabulary, in the conventional way, through the printed textbook while the experimental group taught by the software version of the same book. Three ANCOVAs were run to compare the performance of experimental and control groups after the treatment period. The results of the ANCOVAs revealed that using vocabulary learning software was more effective than using printed book on vocabulary learning, vocabulary breadth, and vocabulary depth of the participants. The results of the present study could help EFL course book designers, foreign language institutes, educational planners, material developers, teachers, and learners to provide a better context for EFL learning. Keywords: computer-assisted instruction, computer-assisted language learning, information communication technology, vocabulary breadth, vocabulary teaching software.  

On using intelligent computer-assisted language learning in real-life foreign language teaching and learning

ReCALL ◽  
2011 ◽  
Vol 23 (1) ◽  
pp. 4-24 ◽  
Author(s):  
Luiz A. Amaral ◽  
Detmar Meurers
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Intelligent Computer ◽  
Activity Design ◽  
Language Teaching And Learning

AbstractThis paper explores the motivation and prerequisites for successful integration of Intelligent Computer-Assisted Language Learning (ICALL) tools into current foreign language teaching and learning (FLTL) practice. We focus on two aspects, which we argue to be important for effective ICALL system development and use: (i) the relationship between activity design and restrictions needed to make natural language processing tractable and reliable, and (ii) pedagogical considerations and the influence of activity design choices on the integration of ICALL systems into FLTL practice.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Information Communication Technologies in Teaching English as a Foreign Language: Analysing EFL Teachers’ TPACK in Czech Elementary Schools

2018 ◽  
Vol 8 (3) ◽  
pp. 141 ◽  
Author(s):  
Dev Raj Paneru
Keyword(s):  
Elementary Schools ◽  
Social Construction ◽  
Foreign Language ◽  
Language Learning ◽  
Technology Use ◽  
Learning By Doing ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Information Communication ◽  
Language Environment

This qualitative study was carried out in five different elementary schools in the Czech Republic. It aimed to investigate how English as Foreign Language teachers developed teaching competence and practised information communication technology integration in classroom teaching. To this end, this study employed the idea of a Technology Pedagogy and Content Knowledge –TPACK -in-Action Model. It advocates a ‘learning by doing’ approach on (social) construction to better understand how teachers develop technological and/or computer-assisted language learning competency for teaching and practice in an English as a Foreign Language environment. Under this model, this study conducted qualitative analysis and found two different approaches in practice, which were categorised as Formal Practice and Functional Practice. The former involved a conservative mechanical practice of technology use in language teaching whereas the latter involved it in terms of (social) construction. According to analyses based on conservative practices, teachers expressed that mechanical TPACK in association with technology in classes limited the transmission of mechanical knowledge from English texts. In Functional Practice, however, teachers drawing upon alternative learning interactions expressed positive transformation results from TPACK, associated with the use of technologies integrated into class instructions as a collaborative tool for learning models. In these latter integrated practices, teachers’ perceptions, practices, and reflections in combining technologies in an English as a Foreign Language environment, as new literacy skills, identified an increase in the learner’s creative potential.

scholarly journals Content and Language Integrating Learning with Technologies: an online global training experience

2016 ◽  
Vol 24 (2) ◽  
pp. 56
Author(s):  
Letizia Cinganotto
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
Added Value ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Training Experience ◽  
Training Initiative ◽  
Reflective Practitioners ◽  
Global Training

<p>The focus of this report is the link between CLIL (Content and Language Integrated Learning) and CALL (Computer-Assisted Language Learning), and in particular, the added value technologies can bring to the learning/ teaching of a foreign language and to the delivery of subject content through a foreign language. An example of a free online global training initiative on these topics will be described: “Techno-CLIL for EVO 2016”. An overview of the course will be offered, detailing some of the asynchronous and synchronous activities proposed during the five-week training experience which registered about 5000 participants from all over the world. Special attention will be devoted to the feedback from the teachers on how this experience helped their professional growth as reflective practitioners.</p>

scholarly journals EVOLUÇÃO DO USO DO COMPUTADOR NO ENSINO DE LÍNGUAS

2003 ◽  
Vol 59 ◽  
Author(s):  
Francisca Helga Savir Moreira
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teaching ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Instructional Resource ◽  
Learning Contexts ◽  
The Relationship

Uma série de teorias de ensino e aprendizagem vêm sucessivamente delineando e informando o ensino de segunda língua e língua estrangeira, refletindo diferentes concepções sobre o que significa aprender e propondo respostas às necessidades de diferentes contextos de aprendizagem. Ao longo dos últimos anos, o computador vem sendo incorporado a esse cenário, firmando-se enquanto instrumento pedagógico potencialmente facilitador do aprendizado. O presente trabalho visa explorar o entrelaçamento entre as teorias acima citadas e o assim chamado ensino de línguas assistido por computador (área conhecida internacionalmente como CALL – Computer-Assisted Language Learning). A fim de demarcarmos mais claramente a relação entre teorias de ensino de línguas, métodos e abordagens de ensino e o uso do computador enquanto recurso didático, usaremos a divisão do desenvolvimento da CALL em três fases, segundo Warschauer (1996): behaviorista, comunicativa e integrativa. Abstract A series of theories has successively been delineating and informing the teaching of second and foreign language, reflecting different conceptions on what it means to learn and proposing answers to the needs of different learning contexts. Over the last few years, the computer has been incorporated into this scenario, being established as a pedagogic instrument that can potentially facilitate learning. This paper intends to explore the weaving between the theories aforementioned and the so-called Computer-Assisted Language Learning (CALL). In order to outline more clearly the relationship among language teaching theories, methods and approaches and the use of the computer as an instructional resource, we will use the division of CALL’s development as proposed by Warschauer (1996): behaviorist, communicative and integrative.

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