Computer-assisted English Teaching Bad on Behaviorism
Abstract: the traditional English teaching focus on the dominance of teachers. With the development and application of computers, CALL (Computer-Assisted Language Learning) has been widely ud in the modern English teaching as a new teaching method. This paper proceeds with the theoretical rearch and analyzes the theory of Behaviorism and its influences on and limitations to CALL.
Key Words: Behaviorism, CALL, Teaching method
1. Introduction
The 20th century is not only an age of information but also an age of knowledge economy. With the prevalence and the rapid development of information technology, computer-assisted English teaching has been influencing all the aspects of English teaching and has become a new trend of English-teaching development. It pays more attention to guiding the students to study language with the help of computers. 霸王坟The combin
ation of teaching content, teaching process and the assistance of computers can contribute to the best learning effect. Behaviorism has laid the foundation for computer-assisted English teaching.
2. CALL---Computer-Assisted Language Learning
CALL (Computer-assisted Language Learning) refers to the u of a computer in a language teaching and learning program. The rearch CALL began in the 1960’s in America. According to New Oxford English Dictionary, the word “assist” refers to help someone typically by doing a share of the work. When ud in foreign language teaching, “assist” refers that the teachers u computers to improve teaching methods and the teaching effect. CALL is the combination of computers and modern educational theory. As a brand-new teaching method, CALL has been widely applied and achieved a lot in the English teaching at every level of schools. CALL is more often practiced in the teaching or learning of a cond or foreign language. According to Richards, et al. (1998), it may take the form of:
a. activities which parallel learning through other media but which u the facilities of the computer (e.g. using the computer to prent a reading text);
b. activities which are extensions or adaptations of print-bad or classroom-bad activities (e.g. computer programs that teach writing skills by helping the student develop a topic and thesis statement and by checking a composition for vocabulary, grammar, and topic development);
c. 吹塑板activities which are unique to CALL.
3. Phras of CALL Development
毕加索照片There are mainly 4 phras in the cour of CALL development.
3.1 Phra Ⅰ (Behavioristic CALL)
ps艺术字设计The Behavioristic CALL was conceived in the 1950s and implemented in the 1960s and 1970s. Programs during this period can be referred to as “drill and practice”. The principles仁的故事 behind this computer as tutor model could be briefly put as follows:
a. Repeated exposure to the same material is beneficial or even esntial learning.
b. A computer is ideal for carrying out repeated drills.
c. A computer can prent material on an individualized basis, allowing learners to proceed at their own pace and freeing up class time for other activities.
In the late 1970s and early 1980s, Behavioristic CALL was undermined by two important factors. First, behavioristic approaches to language learning had been rejected. Secondly, the introduction of the microcomputer allowed a whole new range of possibilities.
同舍生皆被绮绣3.2 Phra Ⅱ古道热肠的意思 (Communicative CALL)
The Communicative CALL is marked by the fact that small computers appeared and the programs could be stored on tapes or floppy disks and the whole system was portable.
Pedagogically, this phra was bad on the communicative approach to teaching which
became prominent in the 1970s and 80s. Several types of CALL programs were developed.
First, a variety of programs reprent an extension of the computer as tutor model. The cond CALL model is the computer as stimulus model. The third model of computers involves the computer as tool or the computer as workhor approach. But by the end of the 1980s, the CALL was failing to exist.
3.3 Phra Ⅲ (Integrative CALL)
The learning featured by the Integrative CALL was not so much supplied by the language of the text itlf as by the cognitive problem solving techniques and interaction between students in the group.
This was made possible by the important technological development of multimedia computer and internet. What makes multimedia more powerful is that it also entails hypermedia.
Computer-mediated communication allows urs to share not only brief messages, but also lengthy (formatted or unformatted) documents --- thus facilitating collaborative writing --- and also graphics, sounds and video.
