ERIC Number: ED382022
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Grammar Drills: What CALL Can and Cannot Do.
The contributions and limitations of computer technology in the presentation of grammar drills, particularly in a second language, are examined by comparing and contrasting the new technology with traditional textbook instruction. It is noted that, in many ways, computer-assisted language learning (CALL) is a derivative form of traditional language teaching, but that CALL has some specific advantages in seven areas: organization of materials; display of items; volume of material and random presentation; feedback, scoring and record-keeping; focused tutorial assistance; graphics and animation; and cognitive direction. Each of these areas is discussed briefly, and some additional pedagogical by-products discovered by the author are noted, including allowing student control; audio-cuing, and recording and storage of student responses; the computer's literal approach to checking answers; minimal need for student writing; and ability to focus learner attention on a specific area of the screen. Some positive comments of students surveyed concerning computerized grammar drills are presented. A list of foreign language software developed at the University of Wollongong and a number of computer screens are appended. (MSE)
Descriptors: Classroom Techniques, Comparative Analysis, Computer Assisted Instruction, Computer Attitudes, Computer Graphics, Feedback, Foreign Countries, Grammar, Individualized Instruction, Instructional Effectiveness, Pattern Drills (Language), Recordkeeping, Scoring, Second Language Instruction, Second Languages, Student Attitudes, Textbooks, Tutorial Programs
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Meeting of EUROCALL (Karlsruhe, Germany, 1994).