Introduction of technology In Language teaching/learning
Emerging technologies make it practical to approach learning in ways that have been advocated by scientists, theorists, and educational psychologists for years. Advanced information technologies such as virtual reality, visualization, digital modeling, digitization, simulation, games, virtual worlds and intelligent one-on-one tutoring systems dramatically enhance teaching and learning of elusive concepts by translating abstractions into real-world contexts and providing customized instruction and individualized assessments. To realize the full potential of this technology and to ensure its pervasiveness in all institutions of learning and training, we must undertake a long-term, large-scale effort to research, develop, test and disseminate tools for building advanced learning systems.
Pedagogy of learning through technology
I Assimilating what has been learned
These are generally guided exercises. They are used to help students assimilate grammatical and lexical structures, as well as phonetics. They consist of the following:
-Repetition Exercises (Word Pronunciation, Sentence Pronunciation).
_ Substitution / Transformation Exercises (Sentence Practice, Grammar Practice).
II Putting the rules into practice
These are guided exercises. Their objective is to highlight specific functional components within a language:
_ Reflection on the organization of sentence components (Word Order).
_ The use of vocabulary and grammar in fill-in-the-blanks exercises, which require students to analyze a sentence in its entirety in order to place the correct word (The Right Word, Fill-in-the-Blanks).
-Vocabulary practice with association exercises, which consist of matching a word with its synonym, antonym or a related image (Word Association, Picture / Word Association).
_ Reflection on vocabulary or grammar using texts or lexical groups, in which students must identify words belonging to a specific grammatical or lexical group (Words and Functions, Words and Topics).
III Mastering the language The objective of these types of exercises is to put the acquired knowledge into practice through written expression. The exercises consist of:
_ Guided expression, consisting of the transformation of context (Text Transformation).
_ Semi-guided expression, in which it is necessary to write texts based on an image or video, or to write a summary of a longer text (Written Expression).
Strategies of Teaching/Learning
Learner can respond at ease for communicative mode of teaching. Communicative method for learning languages combines extensive, high-quality content with flexible and interactive multimedia technology. This comprehensive language-learning method can act as a total solution for self-teaching, as well as a teaching support to formal courses. Through a wide range of activities, a variety of skills are aimed to develop in a learner. A learner needs to communicate: oral and written comprehension, as well as oral and written expression. It also addresses the concepts of grammar, lexicon, phonetics and conjugation. In order to achieve this objective, there are three possible Learning Modes:
The Guided Mode offers a step-by-step study course. Organized into Learning Paths, this mode focuses on the acquisition of functional language patterns across a broad spectrum of themes. In this mode a learner at lower intermediate level can learn pronunciation, grammar, functions of words and vocabulary by applying and practicing the rules.
The Free-to-Roam Mode gives a student the option of learning by topic or by linguistic skill. This mode is particularly useful for students who are at intermediate level of learning and also for teachers who want to familiarize themselves with the content available to them.
The Dynamic Mode takes a student under its wing. By analyzing a student’s results, this mode adapts the course of study to ensure that it corresponds to the student’s needs and abilities. The activities offered evolve in relation to the student’s results and original objectives. Advanced learners can immediately be immersed in an authentic learning context through
-the various dialogues and videos, which illustrate everyday and professional life.
-In line with current pedagogical trends, familiarizing students with the voicing of the language using recordings made by native speakers.
-Subsequently, students will address concepts of grammar, lexicon, phonetics and conjugation they have previously met in context, allowing them to understand and retain these notions.
-Finally, in order to reinforce the knowledge they have acquired, students will be asked to apply it in a practical context.
All the modes can be applied for the learners of the same class according to their abilities and capabilities. Thus individualized learning can be encouraged, through using the cultural texts, images, maps and corresponding activities.
Methodology of Instruction
It is followed in the Communicative and integrated approach. It keeps the ability to use language to communicate as central goal, to make meaning-focused activity which simulates real life transactions; crucially activity is on the learner’s part, with the teacher being more of a facilitator and guide. The type of Syllabus framed is Analytic. It equips the learner with language to use it in a variety of situations (real or simulated) covering the varied purposes for which they have to communicate in corporate world. The learner analyses these wholes and develops a sense of the patterns of usage. Thus they learn language naturally by being immersed in its communicative use. In these activities, learners move from controlled practice of a conditional form presented in an Audio or Video form or Reading text or the combination of both to the activity in which they have to produce in Spoken or Written mode. This Presentation-Practice-
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