High Technology as a Tool of Language Learning

Abstract:Communicative Language Teaching is based on the premise that language learning involves not only the knowledge of the structure and forms， but also the communicative functions and purposes of a language. This study shows that high technology enhances communication skills and strengthens language through computer supported group interaction.

Key words:Communicative Language Teaching high technology computer

1. Introduction

In this article I want to explore the fact that a comparative newcomer——high technology as a tool or measure can help the second language acquisition and make language learning more dynamic. Supported by some ideas and opinions of the second language acquisition.

The article is applicable to a Communicative Language Teaching (CLT) Approach. CLT is based on the premise that language learning involves not only the knowledge of the structure and forms， but also the communicative functions and purposes of a language (Lightbown Spada， 1999). Moreover， this study shows that high technology enhances communication skills and strengthens language through computer supported group interaction.

2. High technology helps language acquisition

Such as e-mail， bulletin boards， and various kinds of conferencing systems， and chat groups， computers have given us ample communicative methods in the second language learning since the appearance of Information Communication Technology (ICT). (Warschauer， 1998). In order to determine whether ICT could improve language acquisition， we have to know the characteristics of second language acquisition.Language itself is \"cognitive skill.\" The learning process is the process to improve learners' cognitive skills. During this process， students gradually grow from passive recipients to automatic learners or creators. Teachers set up teaching goals for different sessions during this ongoing process with other tools to assist them.

ICT (Information Communication Technology) is the popular topic among education issues. According to Warschauer (1996)， \"instant access to information， synchronous and asynchronous communication， collaborative work， multiple modes and nonlinear forms of presenting information， make this medium a strong candidate for use in language learning and acquisition\"(p.12). The use of high technology makes the learning process flexible and dynamic and improves learners' cognitive skills by helping them to convey thoughts or negotiate with others. The ultimate goal of second language acquisition is to understand and to be understood. High technology makes the ideal learning environment possible. Furthermore， through accepting and analyzing data and information in real time communication， learners can automatically choose material beneficial to them. Learners also can be the authority in the learning process， when they feel positive about learning. This kind of learning process called the initiative learning process along with language acquisition.

3. High technology makes language more dynamic

High technology makes a language more dynamic. Before we understand that high technology could help make a language more dynamic， we should know that a language itself is active. And then we will know how high technology will assist teachers and students in class or after class to make langue-learning process more attractive， more effective， and more practical. we can find out that a speaker or learner has to change his or her attitude， mode， tone， and the appropriate words in different speaking or writing environment. For instance， informal words or attractive things should be used when speaking or writing to children. On the contrary， academic words or formal attitude should be used when speaking or writing to scholars.The high technology makes drills and practices of language in various contexts into reality. High technology brings about the challenge to the traditional education in many ways.

（1）Grammar vocabulary: information communication technology (ICT) offers a language learning practice designed for grammar and vocabulary， including drills and practice on electronic dictionaries， activities， games， and test preparation.Unlike traditional textbooks which provide some definitions and regulations for students to remember， the high technology present the target words or phrases with a certain context and give practice exercises for various levels synchronously or asynchronously， such as cloze activities and sentence jumbles or crossword puzzles. Moreover， the high technology can give the correct answers and the complete explanations according to the level of the students.

（2） Listening speaking: This category includes drill and practice through words， audio， video and multimedia in the real life context， to promote second-language listening and speaking. Unlike the traditional practice in this area (face to face practice without considering the different personalities of students)， the high technology programs generally allow students to listen and speak in the related context. On the one hand， a variety of media allows students to play back the realistic， native-speaker models and record their own voices in order to compare them to a model. In addition， listening is combined with seeing， which is just like in the real world. On the other hand， the vivid pictures will stimulate students to practise and benefit students' comprehension.

（3）Reading writing: We cannot deny that the reading and writing process is another area where computers have added a great deal of value. Information communication technology makes the learning process richer and more dynamic. Some reading material has links in order to help readers to understand the particular background， new words， and material related to the articles. Meanwhile， different kind of writing can be offered in the ICT environment.

The use of high technology bridges the gap between the need of students and the pedagogy of teachers and makes the learning process more dynamic. High technology provides the opportunities for students to control the pace of the learning process by themselves under the initial target setting by educators. The various kinds of learning software and on line exercises make self-control learning style possible in the second teaching pedagogy.

High technology may create communicative situations for students' objective or subjective needs under the various learning circumstances ranging from the school or the working place to the real living situation. ICT as a tool will help the target language exert its' dynamic functions， help the language learning satisfy the needs of learners， and help to bring the target language into the real life situations. The assessments of the importance or the necessity of high technology will be concluded by evaluating the effectiveness， together with lots of other factors， of the usage of high technology in the learning process. If high technology could improve the efficiency for both teachers and students， it is a good and effective tool for the teaching pedagogy. On the contrary， if high technology fails to bring the benefits to the learning process in a particular context， it’s not a good tool.

References:

[1]Ligthbown， P. M. Spada， N. How languages are learned. (2ndEd.). Oxford： Oxford University Press，1999.110-132

[2]Warschauer， M..Online learning in sociocultural context. (Electronic version) Anthropology Education Quarterly，1998，29：68-88.

[3]Warschauer， M..Computer-assisted language learning: An introduction. In S. Fotos (Ed.) Multimedia language teaching. Tokyo， Japan：Logos International，1996.3-20.