Computer Assisted Language Learning.
The role of computers in second language teaching is now being discussed by foreign language teachers, educators and psychologists. Computers have been considered as tools, teachers by themselves or threats, depending on the different approaches to the matter. Two different groups of criticism were...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 1997 |
| País: | España |
| Institución: | Universidad de Alcalá (UAH) |
| Repositorio: | e_Buah Biblioteca Digital Universidad de Alcalá |
| Idioma: | inglés |
| OAI Identifier: | oai:ebuah.uah.es:10017/908 |
| Acceso en línea: | http://hdl.handle.net/10017/908 |
| Access Level: | acceso abierto |
| Palabra clave: | Humanidades Humanities Filología hispánica Spanish philology |
| Sumario: | The role of computers in second language teaching is now being discussed by foreign language teachers, educators and psychologists. Computers have been considered as tools, teachers by themselves or threats, depending on the different approaches to the matter. Two different groups of criticism were formed at the beginning: on the one hand, those who thought that computers would usher language leamers and teachers into a new era and that all leaming problems could be solved by using computers in the classroom; on the other hand, those led by Ludite prejudices, worried about their jobs and always afraid of machines who thought, and still think, that computers are not only useless but dangerous from all points of view. It is obvious that none of these two approaches fits teaching realities. What I propose, foUowing current trends, is to improve theoretical principies after using computers in the language classroom. As far as I can see, this is the kind of criticism, a non-abstract one, CALL needs to become an efficient teaching tool. |
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