A Theorist and Three Pragmatists: Review of "Linguistics, Computers and the Language Teacher" and "Using Computers in Teaching Foreign Languages"

Abstract

Along with doubling of almost everything having do with computer assisted foreign language instruction, including number of commercial programs available for CALI, attendance at CALICO Symposium, presentations on CALI at AATG and MLA, and articles in major journals, we are beginning see book-length works on this topic, such as two which are subject of this review. Both of these books are valuable for German teachers interested in CALI; because their focus and tone are so different, both are essential reading. Both include examples in German, French and Spanish. John Underwood's book, Linguistics, Computers and Language Teacher, is subtitled, A Communicative Approach. By invoking two keywords, Linguistics and Communicative, Underwood announces his theoretical agenda. The first chapter is about generative grammar, linguistic approach whose misinterpretation gave us pattern drills, and Underwood spends some time explaining why generative model is still a solid theoretical underpinning for Input Model of foreign language acquisition theory discussed in second chapter as well as for communicative teaching approaches discussed in third chapter. The fourth chapter deals with technology, and explains why Underwood believes a computer language lab does not have repeat errors of audio language lab. The last four chapters are those most directly pertinent subject of CALI and offer a bit of historical background, descriptions of types of programs, an introduction several programming languages and authoring languages, and suggestions for evaluating software. There is a useful index and a bibliography through 1984. Underwood states his purpose clearly: offer a principled basis for deciding what be done.' The operative terms are principled, which here means derived from an organized theory, and ought to prescriptive modal verb, chosen because Underwood has taken sides and will argue his case in chapters that follow. In his preface, Underwood states do not pretend be impartial. I believe strongly in arguments I present here.2 The three pragmatists are Geoffrey Hope, Heimy Taylor and James Pusack, and their book, Using Computers in Teaching Foreign Languages, is as directly utilitarian as their title. On opening page, they announce their intention keep their sights on practical. Their thesis is that the computer can be a useful, challenging, creative tool and resource in and around foreign language classroom. Like blackboard, computer can be a serious and imaginative part of classroom life extent that teacher makes it so.3 The tone of their