Our Progress in Integrating Modern Methods and Computer-Controlled Learning for Successful Language Study

Abstract

During the past twenty years, great strides have been made in improving language teaching. As our methodology has evolved, several different approaches have been developed and tried with varying success (Omaggio, chapter 2); consequently, a much more eclectic atmosphere prevails. Even the hypotheses of the Proficiency Movement, the predominant approach today, have been challenged (Freed 146; Kramsch, Proficiency; Lee; Schulz). As a result, our pedagogy is constantly being improved by debate and revision. Within the last decade, a large number of thought-provoking articles, books, and reports have been written about new methods, how people learn languages, communicative testing, our textbooks, and numerous other aspects of language teaching (Losiewicz). Obvious progress has been made. Modern texts are not only more attractive in both appearance and personal interest; they are also much more practical. In the last few years, we have come to realize that customs and body language as well as grammar, vocabulary, syntax, and literature-are important, and we have incorporated them into our texts. At the same time, we are also learning to make better use of the various media now at our disposal. As we begin to understand media other than print and to improve the way we use them, interesting developments like computer-assisted language learning (CALL) and computer-controlled interactive video (IAV) promise to make language learning dramatically more successful. Nevertheless, we are just beginning to understand how students learn, how to write good computer-assisted exercises, and how to use technological advances to implement our pedagogical ideals. Fortunately, in this age of instantaneous contact via satellites, many people see language study not only as useful for commercial success overseas but also as the key to relaxing international tensions and improving life worldwide. More and more, governments and corporations are funding communications projects and investing in personnel with language skills. Add this renewed and increasing interest in foreign languages to the progress we are making, and one cannot help but feel that stimulating days are ahead for our profession.1 In the last few years, one innovation in particular has captured the imagination of many teachers: the use of the computer to facilitate learning. In fact, no other technological advance, including educational television, has ever enjoyed the sustained interest and growthor the fundingthat microcomputers have experienced during the past ten years (Robyler, 85). The excitement about computers is understandable, once you realize that they can, in addition to displaying instructional programs on their own screens, serve as the heart of a multimedia learning station and control a wide variety of audio, video, and communcations equipment. When teachers see students interact with computer-controlled video stations, like those at the Naval Academy, they begin almost spontaneously to speculate about the dramatic improvements computers will have on language learning. Actually, profound changes are already underway in education, and students at all levels are learning practical computer skills in preparation for college and for life in an information-oriented society.