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FACULDADE DE LETRAS - FALE
CEI - CURSO DE ESPECIALIZAÇÃO EM INGLÊS - ENSINO
FIRST SEMESTER - 2010
WORKGROUP:
SUBJECT: CALL
ALEXANDRE FORTES
CAMILA LOBATO
CAMILA MAGALHÃES
ERICKA CAMILA
PROFESSOR: DR. REINILDES DIAS
ONLINE COMMUNICATION IN LANGUAGE
LEARNING AND TEACHING
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1- HISTORICAL BACKGROUND
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.1 - THE EMERGENCE OF COMPUTER-MEDIATED COMMUNICATION
FOR LANGUAGE LEARNING AND TEACHING
Computer-mediated communication (CMC) has long been of interest
to teachers, learners and researches. Mason and Kaye discussed its
role in different educational contexts in their classic book
Mindweave. In it, they drew attention to the intermingling and crossfertilization of ideas that CMC afforded.
To language professionals CMC could potentially answer two needs
at once. It could be the means through which teaching occurred,
and it could be the end of conversational classes. Instead of it,
learners could engage with the communicative aspect of their study
by exchanging language online.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.1 - THE EMERGENCE OF COMPUTER-MEDIATED COMMUNICATION FOR
LANGUAGE LEARNING AND TEACHING
Various acronyms have been used to cover the process of learning and teaching
languages through the mediation of computers.
Focus:
CALL - Computer-assisted Language Learning
CMC - Computer-mediated communication
CMCL - Computer-mediated communication in the
context of language learning
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
CALL
“A form of computer-based learning which carries two
important features: bidirectional learning and individualized
learning. It is not a method. CALL materials are tools for
learning. The focus of CALL is learning, and not teaching.
CALL materials are used in teaching to facilitate the
language learning process. It is a student-centered
accelerated learning material, which promotes self-paced
accelerated learning.”
From: http://en.wikipedia.org/wiki/Computer-assisted_language_learning
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
CMC and CMCL
“Defined as any communicative transaction that occurs through the use of two
or more networked computers. While the term has traditionally referred to those
communications that occur via computer-mediated formats (e.g., instant
messages, e-mails, chat rooms), it has also been applied to other forms of textbased interaction such as text messaging. Research on CMC focuses largely on
the social effects of different computer-supported communication technologies.
Many recent studies involve Internet-based social networking supported by
social software.”
From: http://en.wikipedia.org/wiki/Computer-mediated_communication
CMCL - aimed at giving focus to Language Learning.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
A VIEW OF THE HISTORY OF CALL
Behaviouristic CALL - The computer is a provider of drills to learners who
(usually) responds on an individual basis.
Targeted Skills: reading and writing
Communicative CALL - CALL is able to use the technology for more interactive
learning and greater student choice and control.
Targeted Skills: reading, writing, speaking and listening
Integrative CALL - CALL is able to take all the previous advantages
aforementioned plus all the advance of multimedia products and the
democratization of the Internet use with its complete variety of media.
Targeted Skills: several skills can be deployed at once
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.2 - THE ROAD TRAVELLED: A BROAD VIEW
Warschauer (1995) published the fist CMCL practitioner book.
According to him, the hopes of early adopters of CMCL included giving
learners the opportunity to:
• Communicate with native speakers;
• Communicate either one-to-one or, more innovatively, one-to
many and many-to-many;
• Plan their communication;
Revisit their work, owing to the permanent traces made available
to them through the technologies.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.3 - WHAT THE META-LITERATURE REVEALS ABOUT PRACTICE
AND RESEARCH
Table 1 - Meta-studies of CALL and CMCL since 1991
Each of the meta-studies in
the table on the right
provides a different angle
on the CMCL landscape.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.4 - PRACTITIONER STUDIES AS A REFLECTION OS PRACTICES
OF USE
Table 2 - Practice: Liu et al.’s corpus
Liu et al.’s corpus to CMCLspecific material after been
narrowed down was considered
to have a overwhelmingly textchat-based usage instead of a
practiced-based
nature
as
explicitly declared.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.4 - PRACTITIONER STUDIES AS A REFLECTION OS PRACTICES
OF USE
Table 3 - Hassan et al.’s corpus
Hassan et al. collected a wider
range of CMCL literature than
was discussed in their final
report.
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.5 - A NEW CONTENT AREA EMERGES
Kern (2006) - Interculturalism: the locus of intense theory-building
activity fielding such hypotheses as:
connectivity does not necessarily promote intercultural communication (Belz
2002b);
there are cultural differences in the interaction styles of different students
cohort (Belz, 2003);
studies must look at the impact of cultural differences on teachers in
intercultural projects (Belz and Müller Hartmann, 2003);
researches should investigate communicative genre and address the need to
situate competence development in specific communication contexts
(Kramsch and Thorne, 2001; Hanna and de Nooy, 2003; Thorne, 2003);
success depends on interpersonal response (O’Dowd, 2003, 2006);
failure and avoidance of interaction may result when students are faced with
cultural misunderstandings from a pan-pal cohort (Ware, 2003)
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.6 - THE QUALITY OF CMCL RESEARCH
Hubbard - criticize researchers for reporting projects involving small numbers of
untrained learners doing the task for the first time. He recommends, better control
of variables in studies through better isolation of prior experience and fingergrained information on initial and exit proficiency. (2005: 360-2)
Hassan et al. - insists that studies must ‘test the effect of a language learning
intervention against another intervention, or standard practice or no
intervention.’(2005;20)
Liu et al. - concur, observing that in their corpus ‘the use of well-established
measures with clear reliability and validity information was…minimal’ (2002:263)
Bax - ‘we need more careful qualitative – I would argue for ethnographic – analyses,
in order to understand CALL better (2003: 2)
Levy - ‘Descriptive work is important in all CALL research, but especially for CMCbased work. Researchers need to be highly sensitive to the new phenomena that
arise in mediated CALL learning environments’ (2000: 184)
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.
1.7 - SUMMARY
CMCL Research (since 1990)
“It has prioritised questions on conversation and discourse, learner
participation (and patterns of interaction) and collaboration (less from the
point of view of task design than of learner attitude, motivation and latterly,
intercultural learning opportunities).
The oral skill remains of interest, with older research looking for facilitation
of oral competence in chat settings, whilst newer research observes newer
speech in synchronous voice-over-Internet environments.
The major new content area is intercultural theory. Along with ‘assessment’,
‘teaching delivery’ continues to be under-represented.”
LAMY, M.N.; HAMPEL, R. Online communication in language learning and teaching. New York: Palgrave-Macmillan.