Presentation on theme: " The use of computers does not constitute a method. It is a medium through which a variety of methods, approaches and pedagogical philosophies may be."— Presentation transcript:
The use of computers does not constitute a method. It is a medium through which a variety of methods, approaches and pedagogical philosophies may be implemented. The way computers are used depends on the teacher’s beliefs about the nature of language and the nature of teaching and learning Computers should be used for a better achievement of the syllabus aims rather than the opposite.
A shift from a cognitive towards a more socio- cognitive view to teaching : emphasis on the social aspect of language acquisition language learning as a process of apprentiship or socialisation into particular discourse communities Students need to be given maximum opportunities for authentic social interaction
We move from the learner’s interaction with the computer to interaction with other humans via the computer We are given the chance not only to integrate the various skills, but also to integrate technology more fully into the language learning process The computer takes a central, albeit not exclusive role in the teaching process Students learn to use a variety of technological tools as an ongoing process of language learning and use, rather than using the computer for isolated exercises
It can increase students’ motivation It can help teachers improve their teaching practices It can help students change the way they learn It can help students adapt to new ways of communication
Students believe that learning through computers is easier and more effective They use a state-of-the-art equipment which they believe would be useful to their future career They are given opportunities for a rapid, non judgmental feedback They like the fact that they can exercise a degree of control over the machine
We move away from the traditional, teacher-centred PPP model to more inductive learning Students can actively process and interpret knowledge through engaging in purposeful, collaborative activities The teacher becomes “the guide on the side”, not “the sage on the stage” The teaching material adapts to the requirements of each individual student and become interactive Collaboration between students is encouraged: this changes the traditional IFR structure of discourse and provides opportunities for meaningful communication There is an increase in both the quantity and quality of student talk Students work in a more relaxed environment, away from the control of the teacher Students learn from each other
Students are not seen as passive learners. They take control over their own learning and become autonomous learners. Students can go at their own pace and can follow their own individual path to learning Students can ask for individual help
Students are given the chance to be exposed to new forms of communication (chat, email) in English.