Computer-Assisted Language Learning.ppt

TlCCIT 采用的教学策略有几个方面不同于先前的计算机辅助学习――最突出的一方面是学生掌握学习内容的控制权：将要学习哪一课，以及希望学习课程中的哪一部分。热心于CAI的人常常希望有这样一个系统：它能够知道学生的学习方式、以往的成绩、学习的准备情况，然后把采用最恰当的策略把最适合的信息呈现给学生。TlCCIT 的设计人员感到，如果这种努力使得学生完全依赖于系统，那么就会起到反作用――后续的学习会变得更加困难，因为现实世界毕竟不会如此完美地符合个人需要。TICCIT的一个主要目标就是帮助学生成为一个独立的学习者。 当学生学着在TICCIT系统上选择不同的显示内容时，他或她同时也在学习在没有计算机辅助的情况下如何选择下一步的学习。设计TICCCIT系统最初是为大学低年级学主提供英语和数学的教学。它实际上应用最多的却是军职人员、大学英语和代数的教学。TICCIT在1995年中己逐步停止使用。 Behavioristic CALL The first phase of CALL, conceived in the 1950s and implemented in the 1960s and 70s, was based on the then-dominant behaviorist theories of learning. Programs of this phase entailed repetitive language drills and can be referred to as drill and practice (or, more pejoratively, as drill and kill). Drill and practice courseware is based on the model of computer as tutor (Taylor, 1980). In other words the computer serves as a vehicle for delivering instructional materials to the student. The rationale behind drill and practice was not totally spurious, which explains in part the fact that CALL drills are still used today. Briefly put, that rationale is as follows: * Repeated exposure to the same material is beneficial or even essential to learning ?* A computer is ideal for carrying out repeated drills, since the machine does not get bored with presenting the same material and since it can provide immediate non-judgmental feedback ?* A computer can present such material on an individualized basis, allowing students to proceed at their own pace and freeing up class time for other activities Based on these notions, a number of CALL tutoring systems were developed for the mainframe computers which were used at that time. One of the most sophisticated of these was the PLATO system, which ran on its own special PLATO hardware, including central computers and terminals. The PLATO system included vocabulary drills, brief grammar explanations and drills, and translations tests at various intervals (Ahmad, Corbett, Rogers, Sussex, 1985). In the