Foreign Language Computer Programs example essay topic

The use of technology in teaching second languages has been increasing dramatically over the past few years. University language departments and U.S. government agencies' language training divisions are implementing various technologies into the curriculum on a regular basis. Several school districts across the nation are creating special magnet high schools where technology, international studies, and second languages are emphasized. Technology is becoming a bigger part of both in-class and home study, as the traditional use of audio and films is supplemented by computer-assisted instruction and interactive media technologies. The tools of technology are becoming more and more accessible to second language teachers and students. Audio and video are available in formats that allow greater control and better integration into the learning experience.

Other recent developments in technology have led to the widespread use of computers for language instruction. Multimedia software that combines digital text, images, audio and video, as well as the recent proliferation of international sites on the World Wide Web, have permitted immediate on-line access to the world, its people and its languages. While the new tools can never replace teachers, these new technologies can: enrich and enliven foreign language courses; provide greater diversification of learning activities; accommodate different learning and teaching styles; effectively motivate students who live in a technologically developed society; offer students additional guidance and practice, involve students in foreign language environments without having to leave their regular classrooms and so on. The computer by itself has many capabilities for enhancing language learning but combined with other technologies, such as audio, video, modems and phone lines, and satellite dishes - the possibilities are even greater for the second language learner.

Many databases, bibliographies, and multilingual dictionaries are now accessible to students for research and language learning purposes. Most information and dictionaries are stored on CD-ROM. This eases greatly the possibility of transmission of the information. Computers can be used with an audio source to teach and test active listening skills. With the addition of a computer-controlled tape recorder or a CD-ROM drive, interactive audio lessons are possible. Computers controlling a linear video (VHS) player or a laser videodisc player provide interactive video instruction.

Together with modern technologies traditional exercises (such as speaking, reading, writing and listening) also must be used. They can be successfully combined with computer. For example, videotapes or interactive videodisc programs can provide excellent listening comprehension activities, given a good listening guide prepared for the students. Depending on the language level, students listen for just the main idea or jest of a segment, or they listen for specific facts in the video program. Reading skills can be substantially developed using computer-assisted instructional programs. Technology-assisted activities such as fill-in-the-blank, multiple-choice, and true / false questions help students to write at the word level.

Other types of software, such as databases and spreadsheets, provide students with practice in retrieving information and problem-solving skills. Some word processors are bilingual and provide on-line assistance with dictionaries, spell checkers, and grammar helps. When technology is interactively used among students, cooperative writing activities are strong motivators to help students develop writing skills. The key to the effectiveness of these technologies, however, lies in their proper use. Consequently, there is an ever-increasing need for programs that teach teachers how to use the available technologies effectively. While the number of generic educational technology courses is increasing in the higher education arena, these courses seldom address the unique concerns that foreign language teachers have with regard to the integration of listening, speaking, reading and writing skills, the use of authentic culture materials and foreign language characters, accents, and non-latin alphabets.

For many years, basic drill-and-practice software programs dominated the market in computer-assisted language learning (CALL). These programs focused on vocabulary or discrete grammar points. A vast array of drill-and-practice programs is still available; in addition, however, an increasing number of innovative and interactive programs are being developed. Simulation programs, while reinforcing grammar points, present students with real-life situations in which they learn about the culture of a country and the protocol for various situations. Games such as the foreign language versions of "Where in the World Is Carmen Sandiego?" by Broderbund Software or "Trivial Pursuit" from Gessner publishers provide an entertaining environment for students to learn culture and the target language through problem-solving and competition. In addition to their individual programs, computers linked together in networks are expanding the way we teach and learn foreign languages.

Local area networks (LAN) are computers linked together by cables in a classroom, lab, or building. Certain LAN setups allow students and teachers to correspond with each other via computer or to conduct collaborative writing activities in the target language. Exercises on such a system enable students and teachers to communicate back and forth. Expanding the unique capabilities of the LAN, long distance networks -- or computers linked together across long distances -- facilitates communication with students throughout the United States and abroad. Computers can communicate across thousands of miles via modems and phone lines using telecommunications software. Communication abroad gives direct interaction with native speakers.

Compact disk technology has many uses in foreign language education, including information retrieval, interactive audio, and interactive multimedia programs. CD-ROM allows huge amounts of information to be stored on one disk with quick access to the information. Publishers have put complete encyclopedias, which could fill more than a dozen floppy disks, on one CD. Students and teachers can access information quickly and efficiently for use in and out of the classroom. In recent years, many foreign language computer programs have been put on compact disks, eliminating the need for many floppy disks. A new dimension has been added to many of these programs; digitized sound.

Compact disks that use digitized sound offer quick random access to information as well as superior sound quality. With such programs, students are able to hear the pronunciation of a phrase, a word, or even a syllable or sound and then record their own voice following the example. The students can then listen to the original recording, as well as their own, and compare the two. They can record their own voices again and compare the two until they feel their pronunciation has improved or is correct. The most recent advance in CD technology is the development of the CD-I (compact disk - interactive). This technology includes digitized sound, compressed video, animation, and possibly text to create a multimedia platform for interactive programs.