The role of ICT and language learning-teaching methods

Before the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and learning (Guo, 2010). Following the invention of movable printing machine in 1455, literacy among society has been significantly improved. As quoted by Crystal (2004: 56), “the new invention gave an unprecedented impetus to the formation of a standard language and the study of its properties”. On the other hand, Kelly (1969) states that deductive and inductive methods have existed for ages. To date, Brown (1994: 351) points out that the inductive approach is preferred as it is in tune with subconscious and implicit language acquisition.

Language teaching has been using technologies such as phonograph, radio, projector, tape recorder, computer, the Internet, the Web, interactive whiteboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language learning from early 20th century. Due to the versatility of ICT, one can thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar-Translation Method (deductive), Direct Method (inductive), Audiolingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT according to each of these methods in the following section.

Grammar Translation Method

Grammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005: 118).

What is clear in this passage is the vital importance of ICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, today’s cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been neglected.

Direct Method

Thornbury (2007:21) defines the Direct Method as a method prioritises on “oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching”.

Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001: 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more scientific and efficient. However, Jespersen (1904) expressed his concern over the sound quality, especially the consonant was still far from perfect.

The use of radio solved Jespersen’s concern. For instance, Quinault (1947) described BBC program English by Radio as “perhaps the biggest experiment in language teaching by radio on purely ‘direct method’ lines” (p.119). She further claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years.

Nowadays, Direct Method, well-known as Berlitz Method, is supported by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the Internet and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)’s claim, ICT at this stage has been used to meets the needs of “eclectic approach set within a broad conceptual framework”.

Audio-lingual Method (ALM)

The ALM is led by behaviourist psychology and structural linguistic (Richards & Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, repetitive drill exercises and correct answers to the learners (Warschauer, 1996;

In today’s context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 first year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning: “In languages…listening comprehension or performance-based components, practice and repetition was facilitated through digital audio files” (Belanger, 2005: 9). For example, L2 learners’ spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and “audio diary” was downloaded as learning materials (Belanger, 2005: 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project.

Communicative Language Teaching (CLT) Approach

CLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005).

Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, purposeful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002).

It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose of the approach. For instance, Fox (1997) reported that Language Learning Network project consisted of the Internet and video conferencing had successfully created a communication content-driven learning environment.

Task-based Approach

Task-based approach is a syllabus that is organised based on a series of tasks “that learners are expected to perform” (Wong, 2005: 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and output comprehensible output (Van den Branden, 2006: 1).

In this article we have reviewed to what extend ICT has supported language learning according to different teaching methods.

Sources used:

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• 2.    Benson, P. (2001). Teaching and Researching Autonomy in Language

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Learning. Harlow: Pearson Education Limited.

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