Computer Assisted Language Learning (CALL) has been in use as a learner centered method since 1960. In this paper an attempt is made to evolve a Remedial Grammar (RG) which enables the teacher to develop a reperto...Computer Assisted Language Learning (CALL) has been in use as a learner centered method since 1960. In this paper an attempt is made to evolve a Remedial Grammar (RG) which enables the teacher to develop a repertoire of remedial activities based on the errors identified following Error Analysis (EA) for repeated presentation. The error types are considered as teaching/learning points. The present paper argues that CALL is the right model for effective remedial learning. Remedial Gmaster (RGm), an authoring package is introduced. This is an exclusive mode of error correction in which interlingual, intralingual, developmental, and global errors are dealt with. The syntactical problems due to the subtle difference between simple past and perfect tenses in English language use are discussed and CALL authoring package presented.展开更多
CALL (computer-assisted language learning) has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of c...CALL (computer-assisted language learning) has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students' acquisition process. Based on two fundamental pedagogical approaches (participatory pedagogy and multiliteracies pedagogy) for teaching culture, this paper proposes three pedagogical models (problem-posing model, web-quest model, and computer-supported collaborative learning model) for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students' feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture展开更多
文摘Computer Assisted Language Learning (CALL) has been in use as a learner centered method since 1960. In this paper an attempt is made to evolve a Remedial Grammar (RG) which enables the teacher to develop a repertoire of remedial activities based on the errors identified following Error Analysis (EA) for repeated presentation. The error types are considered as teaching/learning points. The present paper argues that CALL is the right model for effective remedial learning. Remedial Gmaster (RGm), an authoring package is introduced. This is an exclusive mode of error correction in which interlingual, intralingual, developmental, and global errors are dealt with. The syntactical problems due to the subtle difference between simple past and perfect tenses in English language use are discussed and CALL authoring package presented.
文摘CALL (computer-assisted language learning) has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students' acquisition process. Based on two fundamental pedagogical approaches (participatory pedagogy and multiliteracies pedagogy) for teaching culture, this paper proposes three pedagogical models (problem-posing model, web-quest model, and computer-supported collaborative learning model) for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students' feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture