TEACHING A FOREIGN LANGUAGE WITH AND WITHOUT COMPUTERS

There are umteen problems before one can reach a authorized verdict. If CAI is effective, then: Effective to teach what? Can it teach concepts as well as facts? And: Effective for whom? In what environmental and historic situations? Can it teach young children as well as adults, low-achievers as well as high-achievers? Have there be valid and reliable studies made to answer some of a host of questions concerning "teaching machines"?

It is in order to attempt to endanger answers to a couple of these questions that this study will be undertaken. Regarding the "what", I get hold of chosen foreign language instruction, because the "what" in itself contains overly many variables to be generalized. Regarding the "whom", I have chosen a class of Junior High indoctrinate students. Regarding the "how" is precisely the mathematical function of this study.

The question I have wanted answered is: Will a CAI experimental group of American Junior High School students today, students who are native speakers of English with no knowledge of the stub foreign language (French or Spanish), learn more effectively, less(prenominal) effectively, or with equal effectiveness, the target foreign language, than a give group taught with conventional methods?

I have not factored in cost-effectiveness, nor the vertiginous growth of technological advances in interactive media, nor the encyclopedism

Romiszowski, A. (1984). Producing Instructional Systems. London, U.K.: Kogan Page.

Bandura, A. (1984). Social training Theory. Englewood Cliffs, N.J.: Prentice-Hall.

AlemanCeneno, J. (1983). Computerized Audio-Visual Instructional Sequences (CAVIS). NALLD Journal, 17(34), 24-26.

Underwood, J. (1984). Linguistics, computers, and the language teacher. Rowley, Mass.: Newbury House.

1. A great many questions and contradictions have arisen; e.g.:

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