On the CALL model used in foreign language teaching theory and practice of

Paper Keywords: CALL; theoretical basis; application of the principle of
Abstract: Computer Assisted Language Teaching (CALL) mode of practice has become China's college English teaching reform focus. However, due to misinterpretation of this teaching model, resulting in its colleges and universities in the past two years, the practice of Education reform has not been fully play its role, and create some problems. The article analyzes these issues and elaborated on the concept of CALL Development process, the theoretical basis and application of the principle.
Promulgated in 2004, 'College English Curriculum Requirements' (for trial implementation) explicit requirements for' all colleges and universities should make full use of multimedia and network technology, the introduction of new teaching model to improve the original teacher taught a single classroom-based teaching. New teaching model should be based on modern Information technology, especially network Technology as the support, so that the teaching of English from the time and place constraints, towards personalized learning, self-learning the direction of development '. Based on this requirement, multimedia and network language teaching model to become a new trend in foreign language teaching. Many English teachers and scholars have published an article, published monographs, from various perspectives of computer and information technology for the teaching of English in teaching the meaning and the concrete application. I found that many discourses, however, referred to the concept of computer-assisted language teaching, the theoretical basis and application of the principle of not consistent. The author based on their CALL (Computer-Assisted Language Learning, Computer Assisted Language Teaching) knowledge and practical Experience in education reform, talk about the theoretical basis for CALL and application of the principle.

Computer-assisted language teaching concepts
At present, computer-assisted language teaching concepts, the more popular are CAI (Computer-Assisted Instruction), CALI (Computer-Assisted Language Instruction), and CALL. The concept when it was introduced because these types of technical background, theoretical basis for differences in content and focus on the essentially different.
CAI and the CALI from a teaching point of view, emphasizing the computer multimedia technology and information technology applied to teachers in the teaching process, to increase the amount of information teaching, teaching methods and to diversify in order to enhance student interest in learning, to a large extent on the teachers from the heavy mechanical repetition freed, reducing the intensity of the work of teachers. These two modes of computer-aided teaching the subject - not the students be taken into account. In recent years, a number of copies of the investigation report shows that students are a reflection of CAI and the CALI far lower than expected results. CALL will focus on student self-learning, through student-on learning and teachers to inspect and guide combination, will be teacher-driven and knowledge-based teaching model to teach the students as the main capacity-building-based teaching model . Students from passive recipients of knowledge into the main body of cognitive, language, active builders.
Thus, the concept mentioned above in foreign language teaching the meaning and practical application of very different, can not be confused, this article aims to elaborate on CALL.

CALL development process and the theoretical basis for the
As early as 60 years in the 20th century, when the computer has just emerged, there are linguists try to be applied to language learning and going. In the 40 years of the development process, according to technology base and pedagogical theory, the different, CALL roughly gone through three stages: based on behaviorism and large-scale computers CALL stage, based on cognitivism and personal computers CALL stages and based on constructivism CALL stages and network technology.
Based on behaviorism and large-scale computers CALL phase, owing to the early computer bulky and expensive, to attempt CALL stuck teaching in a number of prestigious universities in the pilot phase. CALL this stage mainly in behavioral psychology as a theoretical basis that the language learning process is a stimulus - response - the consolidation process, and language proficiency user can pass to the learner's knowledge of language system, learners through repeated imitation, drill spontaneous formation of language habits to master language structure.
The computer is seen as a tireless drill instructors, teaching software and more for the 'sentence - Drill' tools and language testing procedures. In the learning process, the computer can quickly provide a positive or negative feedback to promote learner repeated drills to consolidate what they have learned the contents of the machine until they reach a satisfactory assessment. For example, Plato was very well-known teaching system that contains vocabulary exercises, grammar explanations and exercises and periodic translation of test exercise, is a typical application of behaviorist psychology. This does have its unique teaching methods, by virtue of the computer's mass storage capacity and powerful calculation and analysis capabilities, Plato Learning System can provide a large number of specific exercises, and can provide immediate and accurate answers with detailed and objective analysis. At the same time, as Plato Learning System can provide for the individual's vocabulary, grammar, sentence patterns and other training programs, students can adjust according to their own learning content and timing of the actual distribution, considerable savings in the original in a training class for a sentence and costly time and improve efficiency. At the same time, but also to learn from the collective shift Preliminary Exploration of Personalized Learning.
Based on cognitivism and personal computers CALL stages of the late 20th century, 70, small computer appears, CALL scale and scope of the application will be expanded, but the basic model no qualitative change. With the popularity of personal computers 80 years and the continuous optimization of hardware and software environment, the computer language teaching has developed rapidly. A large number of audio and video resources are applied to language teaching, designed specifically for language teaching software began to appear. Cognitive theories of this period the main theoretical basis for CALL. Cognitivism with a complete denial of behaviorism theory that the linguistic behavior of imitation and the formation of language habits are not the basis for access to language skills, because language system is not spontaneous, but the use of cognitive abilities of people, in the minds actively construct and sing. Learners face of a large number of language input materials, the use of the inherent cognitive ability to analyze, judge, reasoning, inductive and other cognitive activities, and gradually formed in the mind of a knowledge of the language system and use of these linguistic knowledge to achieve personal communicative purpose. Thus, the language teaching focuses on cultivating the inner mechanisms of language learners to build, rather than to impart specific language habits. In teaching, providing a large number of comprehensible language input is particularly important, it is learner awareness, build language system premise. Based on the theory of a variety of multimedia language learning CD-ROM become popular. These CALL software cleverly incorporates sound, text, graphics and animation, and the use of hypertext links technology, can learner into a micro-simulation language environment, free access to the space, and even chat with the virtual characters. Exploring the process of learning, the learners can apply the language knowledge, analysis, language materials, to solve the problem, verify the speculation, update understanding, in my mind and gradually build a new language knowledge systems. CALL relative to the previous teaching methods designed specifically for language teaching software that is much more rich and exciting, so that learners refreshing, can greatly to attract their attention. At the same time, teachers learn from direct intervention to further reduce the time to begin a real transition from the transmitters of knowledge in the formulation of strategies for teaching and learning outcomes of the evaluator. Learning autonomy and creativity are greatly enhanced.
Based on constructivism and network technology CALL stage to the 20th century, 90's, many people questioned the cognitive theory that behaviorism and cognitive theory to the understanding of language teaching is too one-sided and extreme, because in the process of language learning in the external environment and internal stimulation of cognitive development is not contradictory on both sides, they are complementary and equally important, at this time constructivism emerged. According to constructivist theory, knowledge is not to be taught by teachers, but learners in certain contexts that the social and cultural context, with the help of other people (including teachers and learning partners) to help with the necessary learning materials, through the construction of meaning of the thus obtained, that is, knowledge of learners should be their interaction with the environment in their own building, rather than being inculcated. Throughout the process of teaching should be student-centered, teachers from the organizers, mentors, helping and facilitator role. This stage the rapid development of computer network technology is based on the development of CALL constructivism provides a solid technical support. Network unique and convenient ways to fundamentally change the traditional teaching philosophy, so that across time zones, geographical personalized learning possible. Reposted elsewhere in the paper for free download
The current issue of the use of CALL
At present, people's understanding of the CALL there are still some errors, resulting in the launching of CALL in our colleges and universities there are still many practical problems.
The theoretical level, at present, many teachers, academics and managers for the CALL understanding of teaching still at a relatively elementary level, it is generally recognized CALL traditional English teaching assistant role, rather than recognition of its leading role in the teaching process, resulting in CALL in the implementation of one-sided when you only get the adoption and use and can not give full play to its effectiveness. Many teachers think that Web page or CALL courseware is to replace the blackboard, the results of the traditional 'one-man' phenomenon, far from resolved, but also because the information contained in overload courseware, classroom time constraints and other factors show so that students accept and understand the language knowledge of the more difficult ; in individual institutions or even a reform pilot class teaching as effective as traditional class situation.
Although the policy level, colleges and universities for English teaching reform of policy support and input greatly, but generally ignored the CALL mode, the teacher's role from teaching to guide, evaluate changes, and the corresponding work of teachers and intensity of change, therefore, made for teachers in extra-curricular teaching, evaluation design, recognize the work, greatly influenced the English teachers to test new teaching model, transform themselves play an active role, making the teaching reform so far been ineffective.
Instructional design level, a variety of reasons, can not be currently teaching situation, collaboration, conversation and students combine language skills to build, and even there is a fault, affecting the enthusiasm of students, and new teaching reforms to produce doubts.
Technical support level at present, the domestic production of CALL software, hardware, construction and more as a commercial activity, each independent, relatively closed, and no common standards may, in accordance, therefore, there has been duplication of teaching function of each system, data exchange between systems can not, the system expansion the problem is not strong. At the same time, almost all of the software is designed with teachers in the teaching ignores the leading role of design, teachers unable to carry out their own teaching content changes, deletions and control of student learning progress. Although a simple man-machine dialogue can enhance the students self-confidence and attract students to participate, but the pattern of the chapter and teaching content can be easily set up to enable students to produce visual fatigue, and even eventually lead to the loss of students interested in the whole teaching system.
The current level of teacher quality, most advanced teaching facilities, teachers and educational technology, knowledge is not enough, not to mention skilled in teaching applied. To truly achieve the CALL, but also for teachers and teaching on the theoretical basis for the design of CALL and related hardware and software applications to conduct systematic training.

CALL mode application principle
Teaching CALL implementation in order to really be distinguished from the traditional teaching mode, clearly CALL in the teaching process in the dominant position, and their implementation to the relevant policies in order to enable education authorities and teachers in the design of teaching there are rules to follow, truly a complete change in teaching mode. At the same time recognition of teachers conducted in extra-curricular curriculum design, and various stages of testing, assessment of the workload of preparation (especially in the pre-reform), and give some subsidies to encourage teachers to actively carry out the teaching reform and changes in the roles.
Relevant technical support to focus on combining theory and practice, optimize the teaching environment and software design, to ensure that students in any place, any time as long as conditions are available online via the Web are free to learn, regardless of time and other factors. Shanghai through the network at the same time the amount of information, illustrations of the media, diversity of means of communication to create a favorable context. Attention to each other hair E-mail, instant chat, message board comments and other interactive learning methods is used. So that students in such a language environment, browsing, listening, reading, experience language and culture. This can stimulate the enthusiasm of students to the recipient from the linguistic knowledge into active knowledge of the language acquirer. In the meantime, the development should also develop a common standard, in order to facilitate the exchange of a variety of teaching platform and resource sharing, effectively reduce the burden on teachers.
Improve the quality of teachers of teachers to systematically study the relevant aspects of organizational theory and pedagogy, and effectively improving teachers use modern teaching facilities and means of capacity and level. At the same time to take a collective lesson planning, thematic teaching and research, etc., organize teachers conscious reform research, to help them successfully achieve the role of conversion, a real good grasp of the new teaching mode.
In summary, based on modern psychology and pedagogy theory, multimedia and network technical support under the CALL will be the mainstream of the teaching of English teaching has become an inevitable trend of development of foreign language teaching. In order to make CALL a real showcase their charm, we must strengthen the teaching theory and application of workers to CALL awareness of the principles to raise awareness of this new ability to control the teaching mode.

References:
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