Three Communicative Skill Models

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Naturally, the difference between the three communicative CALL models is not complete. A skill practice program can be utilised as a stimulus for a conversation, as can a paragraph written by a learner on a word processor.
Similarly , many drill and practice programs could be used in a more communicative manner- as in, for instance ,when learners are delegated to work in pairs or small groups and then compare and discuss their answers. Put differently, the dividing line between behaviouristicand communicative CALL does not only have to do with which software is used , but also how the software is put in use by both the teacher and the learners.
Although on the face of things communicative CALL looks like an important advance over its predecessor.By …show more content…

Third, learners could master their learning, because they can go at their own pace, going forward and backward to various parts of the program. Finally, the crucial advantage of hypermedia is that it helps a principle emphasis on the content, without offering up secondary focus on language form or learning strategies. For instance, while the chief lesson is in the highlight, learners can access to various backgrounds links which will permit them rapid access to grammatical explanations , or exercises, vocabulary glosses, pronunciation information, or questions or prompts which incite them to follow adequate learning strategies Graus (1999) …show more content…

This was an opportunity to commercial developers, who often missed to establish their programs on solid pedagogical principles.Moreover, the cost devoted to developing these programs can put them out of the market of most teaching programs. A more rudimentary problem that lies beyond these difficulties are that today’s computer programs are not sufficiently smart to interact naturally with learners. A program similar to Dustin is able to ideally interpret a user’s spoken input and judge it not just for accurateness but also for appropriateness. It should be capable of examining learners’ problems with pronunciation, syntax, or usage and then cleverly induce among an array of possibilities (e.g. repeating, paraphrasing, slowing down, correcting, or leading the learner to background

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