The Use of Computers in Language Learning and Language Teaching
The use of Computers in Language Learning and Language Teaching
C M. G
Research Paper for March 18, 2008
I. Introduction
In defining the meaning of literacy, Luke and Freebody suggested that there are four sets of overlapping practices that literacy involves such as: breaking the codes of text, participating in the meanings of texts, use the texts functionally and critically analyze and transform texts. (Warschauer. P. 2) Depending on the situation there are many types of literacies. Definitions of computer literacy were developed to guide the use of computers in schools. Later on the educators developed more meaningful definitions to refer to computer literacies such as: “the skills and knowledge needed by all citizens to survive and thrive in a society that is dependent on technology for handling information and solving complex problems.” (Johassen. P. 7)
In the recent years, computer based-learning, a well established area of educational research, has a growing importance. In more recent years the current educational climate tries to implement computer technology into the learning experience. The use of computers in language learning is a well researched field, with studies on different computer applications and their pedagogical value to language learning. In order for a learner to achieve the four skills: writing, reading, listening and speaking, during language learning he has to play an active role. In a computer based language learning environment the computer “will act as an aid to the learning process, facilitate learning to the provision of learning materials and resources and enable interactions between all learners and teachers involved in the environment.” (Barr. P. 29)
Language learning environment
The language learning environment has changed over the last century. There is a significant emphasis on the communicative importance of language. When studying a language one studies the rules of
C M. G
Research Paper for March 18, 2008
I. Introduction
In defining the meaning of literacy, Luke and Freebody suggested that there are four sets of overlapping practices that literacy involves such as: breaking the codes of text, participating in the meanings of texts, use the texts functionally and critically analyze and transform texts. (Warschauer. P. 2) Depending on the situation there are many types of literacies. Definitions of computer literacy were developed to guide the use of computers in schools. Later on the educators developed more meaningful definitions to refer to computer literacies such as: “the skills and knowledge needed by all citizens to survive and thrive in a society that is dependent on technology for handling information and solving complex problems.” (Johassen. P. 7)
In the recent years, computer based-learning, a well established area of educational research, has a growing importance. In more recent years the current educational climate tries to implement computer technology into the learning experience. The use of computers in language learning is a well researched field, with studies on different computer applications and their pedagogical value to language learning. In order for a learner to achieve the four skills: writing, reading, listening and speaking, during language learning he has to play an active role. In a computer based language learning environment the computer “will act as an aid to the learning process, facilitate learning to the provision of learning materials and resources and enable interactions between all learners and teachers involved in the environment.” (Barr. P. 29)
Language learning environment
The language learning environment has changed over the last century. There is a significant emphasis on the communicative importance of language. When studying a language one studies the rules of
References: National Centre of Education Statistics. 1983. Computer Literacy: Definition and Survey Items for Assessment. Provenzo, Eugene F Burniske R. W. and Lowell Monke. 2001. Breaking Down the Digital Walls. New York: State University of New York Press. Karchmer, Rachel A., Marla H Warschauer, Mark and Richard Kern. 2000. Network- based Language Teaching. New York: Cambridge University Press. DiSessa, Andrea A Warschauer, Mark. 2006. Laptops and Literacy. New York: Teachers College Press. Withrow, Frank B Jonassen, David H. 1996. Computers in the Classroom. New Jersey: Merrill. Barr, David Gordon, David T. 2000. The digital classroom. Cambridge, MA: Harvard Education Letter. Romano, Michael T Monteith, Moira. 2002. Teaching primary Literacy with ICT. Philadelphia: Open University Press. Wepner, Shelley B., William J. Valmont and Richard Thurlow. 2000. Linking Literacy and Technology. USA: International Reading Association.