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 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.

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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:

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2  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.

3  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

4  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

5  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

6  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

7  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

8  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

9  Students are given the chance to be exposed to new forms of communication (chat, ) in English.


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