LANGUAGE IN INDIA

Novel Technologies, Engines and Mobiles
in Language Learning

J. Samuel Kirubahar, M.A., M. Phil., Ph.D., B.Ed.
V. Jeya Santhi, M.A., M.Phil., B.Ed., DCA.
A. Subashini, M.A., M.Phil., B.Ed.

Introduction

The purpose of Educational Technology is promotion of learning by improving communication and interactivity using Computer Assisted Language Learning (CALL). Language laboratory has now become a place where CALL is engaged more actively.

Of all the languages taught in India, English is more advanced in using CALL. In this paper we present aspects of CALL as these relate to teaching and learning English in India.

Language Laboratory

The Language Laboratory helps a lot in teaching and learning English. English lab is essentially an audio visual aid which has various devices such as CDs, audio cassettes and videos to impart instruction or information for learning English language to the user. Interactive computer network allows students to test the results of learning without the risk of being punished for any mistake that he may commit while learning. It permits the student to have his or her own pace of learning and monitor and evaluate their own performance if they are doing individual practice.

Dramatic Change

Since the early 1960s, language teachers have witnessed dramatic changes in the ways that languages are taught. The focus of instruction has broadened from the teaching of discrete grammatical structures to mastery of communicative ability. Creative self-expression has come to be valued more over recitation of memorized dialogues. Negotiation of meaning takes precedence over structural drill practice. Comprehension has taken on new dominion to provide comprehensible input that has become a common pedagogical imperative.

Culture has received a renewed interest and emphasis, even if teachers remain unsure of how best to teach it. Language text books have begun to distinguish spoken and written language forms by incorporating authentic texts.

It is in the context of these dynamic and still evolving changes that Computer Assisted Language Learning has come to influence both learning and teaching of languages. The learners can communicate either on a one-to-one or a many-to-many basis in local area network conferences to multiply their opportunities for communicative practice. The computer enhanced class room environment encourages not only the bright students but also the slow learners as they can sit with computer whenever and as long as they like. The difficulty experienced by the slow learners in a conventional class room is easily eliminated by using computers, internet, web sites and so on.

The introduction of the computer into the language class room as a resource adds to the excitement and ease of teaching and learning. The multi-media computer simultaneously appeals to the senses of seeing and hearing in a way traditional teaching aid cannot. It offers a high degree of flexibility in the learning (8). … second language acquisition and instruction … make the teaching and learning of English an infinitely enjoyable experience.

Three Phases

The uses of Technology based environments for learning in general, and for second language acquisition in particular, differ from the traditional design of text-based and stand-alone systems.

Computer-Aided Language learning can be broadly categorized into three phases namely Behaviourist, Communicate and Integrative.

1. In Behaviourist phase, computer is used as a vehicle for delivering varied instructional material to provide a lot of information to take the role as a tutor.

2. In Communicative phase, computer is used for practising skills with simulated programs and software with a greater a degree of student choice, control and interaction.

3. In the present Interactive phase, multimedia and internet are used to enable listening, speaking, reading and writing skills to be combined in a single integrated activity with the learner exercising a high integrated degree of control over the path she/he follows through the material.

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