Week 11 : Three Phases of CALL

Three Phases of CALL

    

Behavioristic CALL

    Drill and practice courseware is based on the model of computer as tutor. In other words the computer serves as a vehicle for delivering instructional materials to the student. The rationale behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows:

• Repeated exposure to the same material is beneficial or even essential to learning
• A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback
• A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities
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Communicative CALL

     The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. The drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.
     One of the main advocates of this new approach was John Underwood, who in 1984 proposed a series of "Premises for 'Communicative' CALL". According to Underwood, communicative CALL:

• focuses more on using forms rather than on the forms themselves.
• 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 congratulatory messages, lights, or bells.
• 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.
• will never try to do anything that a book can do just as well.


Integrative CALL
     The third phase of CALL, started in the 1990s. It was developed in an effort to address some criticisms of the communicative approach by both integrating the teaching of four language skills into tasks to provide direction and coherence and the development of multimedia technology.