Call Methodology
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Transcript of Call Methodology
CALL METHODOLOGY
TSL 641
CALL METHODOLOGY
Interplay between human and technology
Human end is most important
SUCCESS OR FAILURE OF CALL LESSON
Depends on:
•The choice a developer makes in how to present language and practice activities
•The way the teacher utilizes the program
•The way the students interact with the program
FOUR FIGURES / ROLES IN IMPLEMENTING CALL
The Learner
The Developer
The Evaluator
The Classroom Teacher
The Respective Roles - Learner
•The end user
•The person who is supposed to benefit from the product
The Respective Roles - Developer
Will aid the teacher and learner in fulfilling broadly and narrowly defined learning objectives
The Respective Roles - Evaluator
•Analyzes software, •Describes its operation, •Passes professional judgment on the quality of the pedagogy and language materials, •Determines what types of learners and teachers the software might fit (evaluation is done through published software reviews, in-house evaluation, etc.)
The Respective Roles - Teacher
Interprets the results of the evaluation for a particular teaching situation
Methodological Framework
When developing a CALL courseware or website you need to have a methodological framework
Methodological Framework – 3 Components
Development Module
Evaluation Module
Implementation Module
•Development and evaluation precedes implementation•Evaluation can inform development and implementation can inform both development + evaluation
Development Module
Three interacting components: Approach Design Procedure
Approach Theories of language learning / structure
Design The goals and objectives of the syllabus and the roles of the
teacher, learner, and materials consistent with the approach Procedure
Types of exercises, techniques or classroom activities consistent with the approach and design
Evaluation Module
Incorporates Teacher fit Learner fit Operational description
Evaluation Module
Leaner fit Does the presentational scheme fit the students'
learning style? Are the program focus (language area) and learner
focus (skill area) appropriate for the learners' needs as determined by the syllabus?
Is the language difficulty at the right level given the learners' proficiency?
Ss the feedback understandable and useful to the students?
Evaluation Module
Teacher fit The considerations of the
language teaching approach and computer delivery system can be used to judge the degree to which a piece of software fits within the teacher's conception of how languages are successfully learned.
Implementation Module
The actual use of the software
Implementation Module
The elements are: Accessibility Number of computers, availability, setting Preparatory activities
training or tutorial module on how to use the program content preparation
• reviewing grammar rules, discussing the predicted content of a reading passage, etc.
Learner use Follow-up activities (i.e. in-class quiz, discussing the content) Teacher control (control decisions are governed by the
teacher's assumptions about the nature of language learning, the course requirements (syllabus), the teacher's perception of the students)