DESK TO DESKTOP

Author: Swati Meena

We have often being under impression of quiet, serious book centered learning at many foreign language classrooms. As of now in the current scenario many teachers prefer support interactive, engaged, student centered and most importantly fun classroom lessons. In this paper we will get to know how technology based teaching can help students to learn a foreign language. A technology enabled based classroom which have theoretical justifications in second language acquisition research, constructivism, cooperative learning and sociocultural theory. The education through this procedure also breaks shackles from old education system where emphasis was on acquisition and memorization of facts and competitiveness among students-to the new education system which emphasizes critical and analytical thinking and students interactive participation. We will begin by getting ourselves introduced to COMPUTER ASSISTED LANGUAGE LEARNING (CALL)

HISTORICAL DEVELOPMENT OF CALL Colette (1980) was the first to use his university mainframe computer to post grammar activities for his language students .almost a decade later Dunked(1987) called for the use of computer aided instruction as a more holistic, meaningful way to teach language in keeping with Canale and Swains (1980) notion of communicative competence. On the other hand many researchers were of the view that how language teaching and role of teacher are affected by the use of technology in the classroom (Chun 1994, Kern 1995, Sullivan and Pratt 1996).

Thus certain researchers show that using technology alone is not enough, apt time allowance and immediate feedback that needs to be met for technology to enhance language learning (Egbert and Hanson-Smith 1999) Teaching must combine media interactively (Pusak and Otto 1997) that is technology must be integrated into and woven throughout the curriculum, not merely classroom practices (Reigelulh1999). Furthermore it has been noted that technology can be used in two ways, either as a teacher or as a tool (Levy 1997). Proper CALL comprise of:
a) Multiple choice tests b) Matching activities c) Item test learning and testing

Vocabulary tests (L1-L2, L2-L1, picture naming) Writing system eg. Korean characters

d) Gap filling drills e) Note difficulty of allowing creative language use, due to need to check right answers

@ Eg. Complete this sentence with appropriate adjective @alternative allowable answers must be explicitly predicted.

On the above given format, if we wish to design an ENGLISH LANGUAGE PROGRAM It can be categorized as MARK THE correct form of noun, from the given options.

Example: Apples are red. (Here apple is a ____.) a) common noun b) proper noun c) abstract noun

For matching activities, it can be done in the following way:

Table 1: Definition Matching A B C D Verbs have two kinds Conjunctions are Adjective tells quality of Adverb tells quality of The joining words Verbs Transitive and intransitive Nouns

Vocabulary test can be done by writing words in two languages here L1 is Korean L2 is English eg. match Korean with English Table 2: Word Matching ENGLISH A B C D Thank You Sorry Nose Rice KOREAN Khamsa-hamnida Mia-hamnida Kho Bhap

For gap filling correct forms of verbs can be asked to fill in the blanks Eg. Harry is_______ (Go). Thus the complete courseware is based upon teaching English (L2 TO KOREAN L1 LEARNERS) Typical CALL program presents a stimulus to which the learner must respond stimulus may be presented in any combination of text, still images, sound and motion video. The learner responds by typing at the keyboard, pointing and clicking with the mouse, or speaking into a micro phone

.The computer offers feedback indicating whether the learner response is right or wrong and, in the more sophisticated CALL program attempting to analyze the learners response and to pinpoint errors. Branching to help and remedial activities is common feature of CALL program 1 There is unavoidable role of parsing technology in CALL as (a) PARSER can allow creative writing to be part of CALL package. (b) As a grammar checker (c) As an error checker.

PARSER AS GRAMMAR CHECKER For beginners a range of structures and vocabulary is more limited. It can (usually not only say whether a sentence is grammatical, but also why and where it is ungrammatical).errors can trigger feedback messages and can send information to the student model.

PARSER AS AN ERROR CHECKER Parching mechanism can also be used to find particular (expected) errors. Grammar-of-Errors Parser has rules which specifically capture ungrammatical sentences. If input can be passed then there is error.

PROS AND CONS OF CALL It is important to note that this program offers the possibility of self accessing material that will improve different areas in language realm this is of great use autonomous person, but it also presents a problem. Many teachers believe that material seen through a computer should be presented by a trained teacher. The computer is just the tool used to present the, new material. Another interesting advantage that CALL offers is that teaching material takes a new role the evolution of technology has spurred a change in the methodological level and the teaching procedure. But, these changes put into risk what would be the fluency interaction culture baggage and risks of the learning procedure of the students .Many argue that by using computer

to help people learn a language to communicate well ultimately create and extinction of the student centered. It will be an underestimate to state that CALL is going to be pivotal in increasingly global world. Thanks to the increasing education cost and lack of time, especially for the tech savvy office goers, CALL presents a strong alternate to the traditional classroom teaching. In the context of Korea where internet penetration is around 78%, every 2 out of 3 have Smartphone and average commuting time to office is 1.5 hours, CALL is the best way to utilize the time.

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