Abstracte Behavioristic CALL (CALL Conductista) and Comunicative

CALL (CALLComunicativo)
Behaviouristic CALL:
Based on the behaviourist/structural theories of learning (conceived in the 50's
and implemented in the 1960's) in their original design (Programmed
Instruction), programs entailed repetitive (mindless) drills, commonly referred to
as drill- and practice ("drill and kill") the theoretical basis of PI was provided by
Skinner operant conditioning objection arose from developments in thinking on
the nature of language learning which rejected Skinner's behaviouristic model
with its roots in animal behaviour. The impetus to this fundamental change came
from the work of Chomsky, in particular his review (1957) of Skinner's Verbal
Behaviour.
Another critique of behaviouristic CALL contends that all CALL courseware and
activities should build on intrinsic motivation and should foster interactivity --
both learner computer and learner-learner (Stevens 1989) but the rationale behind
these programs has not been rejected completely due to a number of advantages
repetition is beneficial and even essential to learning (computer is an ideal tool)
immediate feedback students can work at their own pace and acquire these skills
outside class to free up
class time for communicative activities efficient record keeping motivation.

Communicative CALL:
Which is based on the communicative approach to teaching which became prominent in
the 1970's and 1980's focuses more on using forms (content) rather than on the forms
themselves teaches grammar implicitly rather than explicitly allows and encourages
students to generate utterances rather than just manipulate prefabricated language does
not judge and evaluate everything nor reward them with congratulatory messages,
lights, or bells is flexible to a variety of student responses will never try to do anything
that a book can do just as well. Is a reaction to the audio-lingual approach.
Focuses on language as a medium of communication. The programmes avoid telling
students that they are wrong and are flexible to a variety of student responses.
Task-based, collaborative activities, providing alternatives to learners, viewing language
as a whole, emphasizing the importance of guidance, giving both extrinsic and intrinsic
feedback.

The Computer as Tutor: Skill practice, but also in non-drill format: paced reading, text
reconstruction, and language games. The computer is the “knower-of-the-right”
answer. As opposed to drill and practice, the right answer involves a fair amount of
student choice, control, and interaction (the rationale reflects explicit learning
approaches).
Advantages of Computer as Tutor:
Interaction:
 •Active participation in the learning process.

 •Exercises are beyond multiple-choice and fill-in questions.

Efficiency:
 •Review.

 •Address individual skill deficiencies.

The stage when a technology is invisible, hardly even recognised as a technology, taken
for granted in everyday life. One criterion of CALL’s successful integration into
language learning will be that it ceases to exist as a separate concept and field for
discussion. CALL practitioners should be aiming at their own extinction.