Computer Assisted Language Learning: Program Structure and Principles

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Keith Cameron
Intellect Books, Jan 1, 1989 - Foreign Language Study - 115 pages
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This collection of essays results from the second national conference of Computer Assisted Language Learning (CALL) held at the University of Exeter. The theme of the conference - program structure and principles in CALL - is reflected in the contributions. They form a handbook for the CALL enthusiast, a doing book, designed to assist the researchers and to indicate avenues that can be readily explored both in individual research and in the elaboration of other people's programs. As the first four chapters underline, future work in CALL must be based on practical pedagogical principles as there is a tremendous difference between devising programs that should help people learn and the writing of programs that take into account proven learning techniques and skills.

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Can Computers Aid Vocabulary Learning?
Small Progams that Know What They Teach
Design Considerations in Writing CALL Software
Choice of Progamming Language
A Brief Introduction to PROLOG
The Project
General Requirements of a CALL System
Further Details of Impementation
Language Tutoring with PROLOG
Syntactic Structures
A Simple Tutoring System
The Basic Architecture
Future Plans

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Page 1 - ... of evidence. Methods are promoted and justified through reference to intuitively appealing assertions and theories which when repeated by those in positions of authority assume the status of dogma. Both the Natural Approach (Terrell 1977) and Communicative Language Teaching for example are based on the assumption that 'communicative' classrooms provide a better environment for second language acquisition than classrooms dominated by teacher-talk.
Page 3 - In their actual reading, unpractised readers showed excessive veneration for each word, and treated a passage in the English classroom as a quarry for vocabulary. They were not wrong, of course, in regarding a rich vocabulary as vital to successful reading, but they were blinded by words to other vital aspects of reading: for example, the importance of reading and understanding only that which is relevant to...
Page ix - ... particular language. A system may help a learner with French noun gender (Farrington, 1986); another with English adverbs (Fox, 1986) and so on. Although the systems are motivated by practical pedagogical principles they do not have any "knowledge" of these principles. As Cameron (1989) points out "the aim is not to show how ingenious we are in creating software but to use the computer to help us implement educational aims.

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About the author (1989)

Keith is Professor of French and Renaissance Studies at the University of Exeter.

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