Intelligent call and the qwerty phenomenon: A rationale

Phillips, Martin

doi:10.1016/0346-251x(85)90002-8

Cited by 9 publications

(4 citation statements)

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“…In all, dynamic interaction by the learner with the machine is a far cry from the postulated habit-formation of programmed instruction which informed the theory for early attempts at CALl (cf. Phillips 1985). Burkhardt and Frazer (undated: 35) point to the basic tension between the range and flexibility of program design options and their simplicity and clarity.…”

Section: Theoretical Justificationmentioning

confidence: 99%

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The design of computer software for learning Latin

Claassen¹

2013

Per Ling.

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This article formulates a possible theoretical basis for computer-aided learning of Latin. Computer aid cannot be a substitute for conventional teaching, but can offer the sort of selfpaced drill for which a university beginners' course has no time. Spheres of competence to be addressed are: vocabulary, morphology and syntax. Computer exercises must be adapted to the didactic philosophy underlying the general teaching course to which students are subjected. After a brief review of cu"ently available material, the author describes and assesses the success of material produced at the University of Stellenbosch. Hierdie artikel formuleer 'n moontlike teoretiese basis vir rekenaarhulp vir die aanleer van Latyn Rekenaarhulp kan nie normale ondemg vervang nie, maar kan die student die soort eie-pas oefening bied waarvoor daar nie binne 'n normale universiteit-beginnersklas tyd is nie. Kennisvaardighede wat aangespreek moet word, is: woordeskat, vormleer en sinsbou. Rekenaaroefeninge moet aangepas word by die ondemgfilosofie onderliggend aan die bepaalde ondemgkursus waaraan studente onderworpe is. Na 'n kart oorsig oor huidigbeskikbare materiaal, beskryf die outeur rekenaarmateriaal wat by die Universiteit Stellenbosch ontwikkel is, en ondersoek die doeltreffendheid daarvan

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Section: Theoretical Justificationmentioning

confidence: 99%

“…Although these were initially designed for CAl, both authors plan to refine their systems in order to be able to parse whole texts for purposes of research. student's learning environment can be enriched by making him teach the machine, using AI techniques (so also Phillips 1985;Paramskas 1986).…”

Section: Extant Latin Coursewarementioning

confidence: 99%

The design of computer software for learning Latin

Claassen¹

2013

Per Ling.

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“…Some suggested that with the help of future advances in artificial intelligence, computers one day would be capable of communicating as unrestrictedly as humans (cf. Phillips 1985); others, however, have cautioned that computers should be used for tasks that they can perform better than humans (Jones 1991) or that intelligent CALL is only possible if language teaching is based on a narrow view of language as a system of grammar and vocabulary (Nyns 1989). Both realistic and unrealistic expectations for intelligent CALL are reviewed by Hagen (1995).…”

Section: Intelligent Call and Feedbackmentioning

confidence: 99%

Call–Non-English L2 Instruction

Conrad¹

1996

Ann Rev Appl Ling

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Research in computer-assisted language learning (CALL) has neither traditionally nor recently had a language or setting-specific emphasis, one that would have established a distinction between second language learning (SLL) as opposed to foreign language learning (FLL) applications in its attempts to answer principled CALL questions. For example the two anthologies of essays, studies, and reports on CALL theory and practice by Smith (1987; 1989), the papers on CALL research compiled by Dunkel (1991b), and the collection of international perspectives edited by Pennington and Stevens (1992) summarize work done in the 1980s and provide directions and guidelines for work to be done in the 1990s with implications for both SLL and FLL. As this continues to be the case in recent CALL research, an FLL emphasis in the chapter of non-English L2 instructional context has been maintained exclusively for the discussion of software; whenever the rationale for the design and implementation of FLL software was based on second language acquisition theory or findings from empirical ESL-oriented CALL investigations, the respective research source was examined and cited.

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“…Because of its flexibility CALL can easily be adapted to individualized study, pair work, group or class activities. But the major advantage of CALL probably lies in its interactiveness (Phillips, 1983;Schneider, 1983). Language learning should ideally be based on interaction in the real environment, and the computer can be used to help create such an environment for both man-machine and man-man interaction, stimulating the learner to use the language.…”

Section: Computer-assisted Language Learningmentioning

confidence: 99%