The Advantages of Call
The Advantages of Computer Technology in Second Language Accession
Inspired by the rapid development of technology from the 1980s, computer has now become an influential component of second language learning pedagogy. Educators recognize that utilizing computer technology and its attached language learning programs can be convenient to create both independent and collaborative learning environments and provide students with language experiences as they move through the various stages of second language acquisition (Kung, 2002). In second language accession domain, Perrett (1995) has stated that “If students are provided with the opportunities to use language and learning strategies in the second language, and some training or explanation in their application, they can develop these strategies through exposure to and experience in the second language”. Therefore, explaining the advantages of computer technology to teachers and students seems to be necessary. Only after guiding, do teachers and students realize the benefits of computer technology for second language accession, then they can apply computer appropriately and join those computer assisted language learning programs by their own wills.
The current computer technology has many advantages for second language learning. Computer and its attached language learning programs could provide second language learners more independence from classrooms and allowing learners the option to work on their learning material at any time of the day. Once implemented, it can be expected that the cost for computer technology is considerably lower than for face-to-face classroom teaching, and when used in conjunction with traditional second language classroom study, students can study more independently, leaving the teacher more time to concentrate effort on those parts of second language teaching that are still hard or impossible by the computer, such as pronunciation, work on spoken dialogue, training for essay writing and
Inspired by the rapid development of technology from the 1980s, computer has now become an influential component of second language learning pedagogy. Educators recognize that utilizing computer technology and its attached language learning programs can be convenient to create both independent and collaborative learning environments and provide students with language experiences as they move through the various stages of second language acquisition (Kung, 2002). In second language accession domain, Perrett (1995) has stated that “If students are provided with the opportunities to use language and learning strategies in the second language, and some training or explanation in their application, they can develop these strategies through exposure to and experience in the second language”. Therefore, explaining the advantages of computer technology to teachers and students seems to be necessary. Only after guiding, do teachers and students realize the benefits of computer technology for second language accession, then they can apply computer appropriately and join those computer assisted language learning programs by their own wills.
The current computer technology has many advantages for second language learning. Computer and its attached language learning programs could provide second language learners more independence from classrooms and allowing learners the option to work on their learning material at any time of the day. Once implemented, it can be expected that the cost for computer technology is considerably lower than for face-to-face classroom teaching, and when used in conjunction with traditional second language classroom study, students can study more independently, leaving the teacher more time to concentrate effort on those parts of second language teaching that are still hard or impossible by the computer, such as pronunciation, work on spoken dialogue, training for essay writing and
References: Kung, S. C. (2002). A framework for successful key-pal programs in language learning, CALL-EJ Online, 3 (2). Retrieved June, 20, 2006, from http://www.clec.ritsumei.ac.jp/english/callejonline/6-2/SCKung.html Ormrod, J.E. (1999). Human Learning (3rd Edition). Upper Sadle River, NJ: Merrill Prentice Hall. Perrett, G. (1995), August Communicative language teaching and second language acquisition theory. Paper delivered at 1993 MLTA Conference. Published in MLTAQ Inc. Newsletter No. 101. Robertson, E. B.; Ladewig, B. H.; Strickland, M. P., & Boschung, M. D. (1987). Enhancement of self-esteem through the use of computer-assisted instruction. Journal of Educational Research, 80 (5), 314-316. Taylor, R. (1980). The computer in the school: Tutor, tool, and tutee. New York: Teachers College Press.