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technology in language teaching

technology in language teaching

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Published by mehdimajt

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Published by: mehdimajt on May 27, 2010
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05/30/2013

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Applied Language Studies and Research SidiMohamed Ben Abdellah UniversityIn Higher Education Facultyof Letter and Human Sciences2009/2010 2
nd
SemesterDepartment of English 
Report on readings:
The use of technology in language teachingand learning
 
 
Prepared by:El Mehdi Majt
Introduction:
The use of technology in language teaching and learning is an interesting issue for all teachers and practitioners in the field. The importance of this issue is reflected inthe large amount of the literature concerned with technology in languageclassrooms.In this paper, we are going to highlight some of the basic ideas discussed inrelation to technology and its implementations in language learning and teaching.Butler-Pascoe and Wiburg (2003), Schwartz and Beichner (1999), Warschauer andMeskill (2000) among others are the most informative references about the use of ICT in language teaching and learning.The development of theories and practices of second language learning and theevolution in technology have
 paralleled and completed each other.
In other words,the development of technology has a direct influence on education. In this respect,
the international Society for Technology in Education (ISTE)
issued a set of fundamental standards concerning what teachers need to know and be able to dowith technology:A.Basic computer/ technology operations and concepts.B.Personal and professional use of technology.C.Application of technology in instructions. (Thomas, et-al. 1997)More than that, Schwartz and Beinchner (1999) reported that curriculumimprovement projects in the USA are favored and get more funds when they includetechnology elements. Namely, since technology promotes autonomous learning,a student-centered approach to language teaching is better applied by implementingICT in the classroom.
 
Now that we have an idea about what makes the use of technology in languageclassroom worth investigation. In the first section, we are going to briefly state somehistorical background of technology in language classroom.
Some h istory of ICT in language learning and teaching:
Technology-Enhanced Language Learning 
is no novelty. To begin with,Warschauer and Meskill (2000) asserts that advocates of grammar translationmethod “relied on one of the most ubiquitous technologies in U.S. educationincluding the blackboard, the overhead projector, and software programs whichsupported the “
drill-and-practice
” also referred to as "
drill-and-kill 
”. In this period,technology was not yet appointed its relevant function as a means to enhancecommunicative competence of learners.Again according to Warschauer and Meskill (2000), in the era of audiolingualism“students were believed to learn best through constant repetition in the targetlanguage”; thus, audio labs were ‘the best wayto use technology in teachinglanguages.The 1980s and 1990s introduced a radical change in language teaching practicesand theories. The shift to communicative language teaching changed the role of technology in the field. Warschauer and Meskill (2000) describe four major forms of technology as a tool to enhance communication in the classroom:
1.
Text-reconstruction softwares
: these softwares allow teachers set up a number of texts where students are supposed to fill-in gaps or reorganize mixed uptexts.
2.
Concordancing software
: they are primary softwares as they help learnerslocate the usage of words, rather than just defining them.
3.
Telecommunications and multimedia simulation software
s: simulate animmersion or a “linguistic bath” environment; that is, learners live an experiencewith the target language and culture first hand.

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