The Computer and Language Learning: Productivity Tools in the Classroom.

Early programs for computer-assisted language learning were limited in size and power by the capabilities of the first generation of microcomputers. As these capabilities have increased, it has become possible for language teachers to take advantage of tools originally intended for use in the business world, such as word processors, spreadsheets, databases, text analyzers, and telecommunications. The advantages of these packages over small, discrete drill and practice or game programs include unlimited flexibility of content, greater student involvement with the content material, and higher degree of relevance to students' life goals. With the application of several principles of good language teaching, as revealed in research, productivity tools such as these can be used in class activities at all grade levels and for all degrees of language skill. (Author/MSE) Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** ON THE COMPUTER. AND LANGUAGE LEARNING: CD PRODUCTIVITY TOOLS IN THE CLASSROOM r--1 CD Emily A. Thrush, Georgia Institute of Technology. Presented at the 22nd Annual TESOL Convention (8-13 March 1988, Chicago, Illinois). Abstract: Early programs for Computer Assisted Language Learning were limited in size and power by the capabilities of the first generation of microcomputers. As those capabilities have increased, it has become possible for language teachers to take advantage of tools originally intended for use in the business world, such as word processors, spreadsheets, data bases, text analyzers, and telecommunications. The advantages of these packages over small, discrete drill and practice or games programs include unlimited flexibility of content, greater involvement of the student population with the content material, and higher degree of relevance to students' life goals. This paper reviews several principles of good language teaching as they apply to computer assisted instruction, and outlines several classroom activities using productivity tools. These activities include suggestions appropriate for all grade levels and degrees of language skills. Early programs for Computer Assisted Language Learning were limited in size and power by the capabilities of the first generation of microcomputers. As those capabilities have increased, it has become possible for language teachers to take advantage of tools originally intended for use in the business world, such as word processors, spreadsheets, data bases, text analyzers, and telecommunications. The advantages of these packages over small, discrete drill and practice or games programs include unlimited flexibility of content, greater involvement of the student population with the content material, and higher degree of relevance to students' life goals. This paper reviews several principles of good language teaching as they apply to computer assisted instruction, and outlines several classroom activities using productivity tools. These activities include suggestions appropriate for all grade levels and degrees of language skills. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY "itxu..bSt. TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)."