1.What are the three phrases of CALL?
ANS: Behavioristic CALL, communicative CALL, and integrativeCALL

What role do computers play in each phrase?
ANS:
Behavioristic CALL
A. Repeated exposure to the same material is beneficial or evenessential to learning

B. A computer is ideal for carrying out repeated drills, sincethe machine does not get bored with presenting the same material and sinceit can provide immediate non-judgmental feedback

C. A computer can present such material on an individualized basis,allowing students to proceed at their own pace and freeing up class timefor other activities

Communicative CALL
A. Computer as tutor model. But--incontrast to the drill and practice programs--the process of finding theright answer involves a fair amount of student choice, control, and interaction.

B. In addition to computer as tutor, another CALL model used forcommunicative activities involves the computer as stimulus (Taylor& Perez, 1989, p. 63). In this case, the purpose of the CALL activityis not so much to have students discover the right answer, but rather tostimulate students' discussion, writing, or critical thinking.

C. The third model of computers in communicative CALL involves thecomputeras tool (Brierley & Kemble, 1991; Taylor, 1980), or, as sometimescalled, the computer as workhorse.

Steps toward Integrative CALL: Multimedia
Integrative approaches to CALL are based on two important technologicaldevelopments of the last decade--multimedia computers and the Internet.Multimedia technology--exemplified today by the CD-ROM-- allows a varietyof media (text, graphics, sound, animation, and video) to be accessed ona single machine.

Multimedia technology as it currently exists thus only partiallycontributes to integrative CALL. Using multimedia may involve an integrationof skills (e.g., listening with reading), but it too seldom involves amore important type of integration--integrating meaningful and authenticcommunication into all aspects of the language learning curriculum. Fortunately,though, another technological breakthrough is helping make that possible--electroniccommunication and the Internet.


Steps toward Integrative CALL: The Internet
For the first time, language learners can communicatedirectly, inexpensively, and conveniently with other learners or speakersof the target language 24 hours a day, from school, work, or home. Thiscommunication can be asynchronous (not simultaneous) through tools suchas electronic mail (e-mail), which allows each participant to compose messagesat their time and pace, or in can be synchronous (synchronous, "real time"),using programs such as MOOs, which allow people all around the world tohave a simultaneous conversation by typing at their keyboards. It alsoallows not only one-to-one communication, but also one-to-many, allowinga teacher or student to share a message with a small group, the whole class,a partner class, or an international discussion list of hundreds or thousandsof people.

* E-mail communication. The Bulgarian students correspond bye-mail with an American class of TESOL graduate students to explore indetail the nuances of American culture which are expressed in the stories,and also to ask questions about idioms, vocabulary, and grammar. The Americanstudents, who are training to be teachers, benefit from the concrete experienceof handling students' linguistic and cultural questions .

* Concordancing. The Bulgarian students further test outtheir hypotheses regarding the lexical and grammatical meanings of expressionsthey find in the stories by using concordancing software to search forother uses of these expressions in a variety of English language corporastored on CD-ROM.

* Audio tape. Selected scenes from the stories--dialogues,monologues, and descriptions--were recorded by the American students andprovide both listening practice (inside and outside of class) and alsoadditional background materials to help the Bulgarians construct theirinterpretation of the stories.


*Please write down the classification of the use of computer technologies in language learning and teaching : a metaphorical approach by Warschauer.

Grammar-
CALL Programs designed for teaching grammar include drill and practiceon a single topic (Irregular Verbs, Definite and Indefinite Articles),drills on a variety of topics.

Listening
This category includes programs which are specifically designed to promotesecond-language listening (Listen!), multi-skill drill and practiceprograms (TOEFL Mastery)

Pronunciation
Pronunciation programs (Sounds American, Conversations) generallyallow students to record and playback their own voice and compare it toa model. Several comprehensive multimedia programs (Firsthand Access,TheLost Secret) include similar features.

Reading
This category includes reading programs designed for ESL learners (ReadingAdventure 1 - ESL) and tutorials designed for children or the generalpublic

Text Reconstruction
Text reconstruction programs allow students to manipulate letters, words,sentences, or paragraphs in order to put texts together.

Vocabulary
This category includes drill and practice programs (Synonyms), multimediatutorials (English Vocabulary), and games (Hangman,Scrabble).

Writing
Most software for supporting writing falls under the Computer as Tool category(see below).

Comprehensive
A number of comprehensive multimedia programs are designed to teach ESLstudents a variety of skills.


2.Visit Warschauer's homepage for his contributions to CALL.



3.On page 18, the author mentions the use of online chat in a NASA space project to enhance communication skills. Please visit http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html and outline the possibilities of using technology to promote collaborative learning and developing communities of learners.