Marina Kogan, Nina Popova
St Petersburg State Polytechnical University, St Petersburg, Russia
m_kogan@inbox.ru, ninavaspo@mail.ru
Alternative Approaches to Fulfilling CALL Tasks as a Way of
Stimulating Communication among Foreign Language Learners
Bio data
Marina Kogan,
Ph.D., Associate Prof., a full time member of Linguistics and Cross-
Cultural Dep. at SPbSPU; 20 years experience in teaching General English, ESP, about 60
published papers; participated in a number of All-Russia and international conferences.
Research interests: teaching English as a foreign language, computer assisted language
learning.
Nina Popova,
Ph.D in Philology, Doctoral degree in Foreign Language Teaching (2012),
Professor at SPbSPU; Managing Editor of
Teaching Methodology in Higher Education
journal. 30 year experience in General English, ESP, stylistics; about 120 published
papers; participated in a number of All-Russia and international conferences. In 1991-92
spent a year at the University of Nottingham graduating as Master of English Language in
Literary Studies. Research interests: interdisciplinary links, CALL, course design.
Abstract
ESP course design at higher school institutions in present day Russia is quite a challenge
because it has to meet the recently adopted new National Educational Standard
requirements and take into account the most important trends in the sphere of education
worldwide. Computer-assisted language learning (CALL) should become an irreplaceable
part of the new syllabi in accordance with the above standards but requires clarifying a
number of points.
The paper focuses on an alternative approach principle which could help to select CALL
tasks for the ESP course and become a solution to some challenges of modern HE
system. An important condition for studying professionally oriented textual learning
material for professional competence formation is conducting actualization of linguistic
material in specially created CALL tasks, for example, on-line vocabulary search, use of
on-line corpora for training professionally-oriented collocations, machine-translated text
post-editing, etc. Doing the assignments students are encouraged to work interactively
and compare the most interesting and useful options of electronic resources. Comparison
of the ICT resources used to prepare homework in pair work or classroom discussion of
ICT options was found to be beneficial for the formation of CALL-oriented communicative
learner competence.
The preliminary condition for the positive effect of implementing alternative CALL task
approach is that higher school learners majoring in technology are advanced computer
users and are motivated to discuss the pros and cons of the resources used. This results
in activating their analytical abilities and foreign language speaking skills in classroom
discussions. The research into this alternative approach principle in educational practice
seems to be beneficial in higher school foreign language teaching and learning. It will be
methodologically substantiated drawing on our daily practice with proper examples of
CALL tasks given and analyzed.
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2014 CALL Conference
LINGUAPOLIS
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