Wilfried Decoo

In defence of drill and practice in CALL: a reevaluation of fundamental strategies

Abstract An analysis of studies on computer assisted language learning, published since 1988. reveals a major concern with the Utopian potential of the new media. Research on ever more intelligent systems, implying multimedia design and natural language interfaces, is scanning the horizon of this awesome wonderland. We must probe into this potential. Within these developments one cannot help but notice a lack of interest in the primitive, traditional forms of CALL, somewhat disdainfully called “drill and practice”. Indeed, the more complex systems seem also to need more complex and creative content, as if simple lexical and grammatical training does not match colourful and dynamic environments any more. In this paper we address a few questions from different angles: —first, some causes of the critical attitude towards drill and practice; —second, some consequences of this attitude towards CALL; —third, some criteria for the continued development and use of efficient drill and practice forms in CALL today.

Wordchip: The application of external versatility to an english lexical call program

Abstract External versatility is a key concept behind the design and development layout of CALL courseware. External versatility refers to a richness in both contents and strategies, which makes the courseware program better adapted to the individual and specific needs of a wide range of potential end users. Three program design factors realize the concept of external versatility in Wordchip, a program for training and teaching a basic EFL vocabulary in context. These factors are: (1) an extensive content base, (2) a selection system, and (3) a multi-environment model. Content materials for the Wordchip database were selected and processed on the basis of their frequency, utility and coverage qualities. As for strategies, the focus is on the principle of systematic vocabulary acquisition and the related semantically transparent reply form contexts. The content base includes various fields with information that allows the contents to be implemented in a selection system where the user can select at will the vocabulary which fits his own linguistic needs. Wordchip can be used in four different user environments: (1) a la carte for the more advanced user working autonomously, (2) plat du jour for the learner who is guided by a teacher, trainer or parent, (3) digestif for error-analysis, and (4) buffet for reference purposes.

Language Methods and CALL: Redefining our Relations

By definition CALL is tied to language learning methods. CALL never stands on its own but assists language learning, and therefore is meant to serve methods. The word ‘‘method’’, however, needs to be redefined and safeguarded. Indeed, the claim has been made that we have entered a postmethod age in language learning. As researchers and practitioners get tired of the decades of controversies and the pendulum movement between approaches, it has been suggested that we abandon the concept of ‘‘method’’ and its inherent obligations. Language learning, it is said, needs to be defined by local particularities, by teachers constructing their own theory of practice, and by the social identity of the participants (Kumaravadivelu, 2001). I can appreciate the rationale of this point of view, but the concrete result of each such local construction is still a method, that is, a system through which a language is taught and learned. Indeed, language methods, as sets of teaching and learning procedures, can be realized on various levels. Although any classification has its flaws, I would like to use the following.

THE STANDARD VOCABULARY PROGRAMS OF DIDASCALIA: IN SEARCH OF EXTERNAL VERSATILITY AND DIDACTIC OPTIMISATION

Abstract The lexical CALL programs of Didascalia comprise a major part of our R&D over the past ten years. After a critical look at the subdivision in qualitative generations of software, the prin‐ciple of external versatility is explained as the internal adaptability of a program to external criteria. This adaptability is achieved through a selection system of contents and strategies within a multiple environment model. Other didactic aspects are finally discussed, such as the creation of tailor‐made menus, the systematisation of lexical progression, the use of translation, and the embedding of words into semantic reply‐forms with a high learning impact, as a middle course between an atomised approach and a whole‐language approach.

DIDASCALIA: BACKGROUND AND BASIC OPTIONS

Abstract Any endeavour is the synthesis of personal experiences, ideas and opportunities built up over the years. Didascalia is no exception. To understand our present status and basic options, it is helpful to probe briefly into the history of that synthesis. That is why I provide first details of personal data and considerations. Next I describe our basic options: our circumspection concerning certain ‘scientific’ trends in the profession, our major concern with the needs of the public, our threefold bottom‐up approach — linguistic, didactic and media‐oriented, and our trademark of ‘richness of content’, coupled with quality‐control and feedback from our users.