To CALL or not to CALL, that
is the question!
Computer use in L2
learning has a long story. Earlier work in 1930s constituted a base for the
developments in 1940s when mechanical translation appeared. Throughout 1950s,
we see the development of the improved systems and programming languages thanks
to which linguists in 1960s were able to use computers to create concordances
for text analysis.
Behavioristic CALL (1960s-1970s)
The first phrase
of CALL which used teaching techniques of structural linguistics and the
audio-lingual method was dominant between 1960s and 1970s. Language paths were
predetermined. The student is instructed by the computer. Repetitive language
drills, grammatical explanations, and translation tests at various intervals
were common. Behavioristic approaches have been rejected theoretically and
pedagogically. More possibilities have been brought about by the introduction
of microcomputers.
Communicative CALL (1970s-1980s)
It emerged in the
late 1970s and early 1980s, and allowed students to produce novel utterances
rather than merely manipulating prefabricated language. Computer-based activities
focus on using form rather than concentrating on the forms themselves. Being
fun, attractive and supplementary, it encouraged students to explore,
experiment and learn without being evaluated.
Integrative CALL (1990s-...)
Finally, in 1990s,
we see the emergence of the present stage of CALL. Numerous authentic
language learning resources which the students could benefit from became
accessible. Taking control of their own path, students set their own pace. The
learners become able to connect with other learners from all over world through
interactivity. Purposeful, reflective and creative participation of the
students contributes to the learning process very fruitfully.
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