Minggu, 26 April 2009

COMMUNICATION THEORY AND LINGUISTIC THEORY



V. B. Kassevich
(St. Petersburg, Russia)

(// The Speaker and the Listener: A Linguistic Personality, Text, Problems of Learning.- SPb., 2001.- P. 70-75)



The present small report does not claim to resolve global problems concerning the relation between the linguistic theory, or linguistics, and the communication theory. Leaving alone the available answers, not all the questions associated with these fields can be explicitly stated now.


To begin with, it should be mentioned that, apparently, the treatment of linguistics as linguistic theory will not be generally sustained. So far it has been widely assumed that language is a static system, "competence", taking into account a system of rules of linguistic units' structure - sentences, word phrases (groups, constituents), words, etc. There is certain logic in postgenerativism's denial of the concept of "a rule", so significant in early periods of generativism's development, as well as in turning to the concept of "constraint" instead: rules suggest a dynamic approach, approach in terms of linguistic units' construction, whereas constraint points rather to structure concepts - to "what does not occur" in language.


However, in postgenerativism - in its Minimalist Program - there appear simultaneous ideas about relationship between competence and "performance", when phonetic and logic forms are regarded as interfaces leading to systems responsible for instructions for both articulatory-perceptual and cognitive-interpretive mechanisms respectively (see, f.e., Kassevich, 1998). In other terms, in postgenerativism, unlike generativism, an outflow into speech activity is allowed.


This concept is of a crucial importance. Insisting on the static character of a language system model, on its supplementation by speech activity rules, may lead the system to becoming conceptually imperfect, defective: designing a working, dynamic system, a linguist will build the system lacking this most important property. Speech activity rules concerning language system functioning should be an integral part of the language model developed by a linguist. From these results the equation of linguistics and linguistic theory is formulated above.


Speech activity is a system of actions aimed at speech production and perception; within the framework of this activity information exchange occurs. Communication, in its turn, is most frequently defined as "the process of information exchange" (Glushkov, 1979: 255). There springs up a fair question: what is the correlation between the general communication theory (which has been much spoken about recently) and linguistics as the linguistic theory?


On the one hand, the notion of communication is seemingly wider than the notion of speech activity, because communication apparently includes the fields beyond speech activity - such as linguistic manipulation, argumentation, non-speech sign vehicles, etc. (for more details, see below). On the other hand, communication is narrower than the field of linguistics, if we presume that the general theory of linguistics comprises the language system theory, the theory of speech activity as system functioning, and the theory of text as a product of this functioning.


The most adequate approach to elucidation of the correlation between the two fields and, respectively, two theories, is, evidently, functional: if we proceed from functions, then the linguistic theory - linguistics - studies linguistic means, the process of their use, and the product of this process while communication theory deals with the purpose of linguistic and non- linguistic means' usage as well as the result achieved by relevant processes. At this point an intersection field can be traced, which we will not dwell on: first and foremost it is the speech activity theory in linguistics, and the theory of illocutionary and perlocutionary forces in particular. An essential difference should be mentioned (which stems from the preceding): conceptually, linguistics may construct abstract models, independent of the question whether they are adequate to their natural prototype, but the communication theory uses as its basis the modeling of dynamic relations in society, between people, and, in consequence, can in no way digress from "the human factor" (the word phrase of questionable semantics but in widespread use).


Since the study of speech activity is in the focus of the communication theory yet, though at a specific viewing angle, "communicatology" could arm itself with an array of linguistic concepts: speech typology (Kholodovich, 1967), and the concept of the so-called linguistic existence (Konrad, 1959), and the dialog theory, starting from Yakubinsky's pioneer works, the text theory, its semantic aspects especially, let alone the mentioned above theory of speech acts.


The dialog theory (not sufficiently developed, admittedly) is of particular importance. The communication theory is object-centered, it is not concerned with monologs addressing space simply because they do not create a communication field. Communication is always dialogical; its subject (addressant) generates a text in a wide sense, that is, including verbal and non-verbal components in order to change the informational state of a certain object (addressee), either individual or, more often, plural and consequently his behavior. Respectively, the addressant should have maximum of information on the addressee: he cannot expect to change an unknown object, a "black box" method would hardly be profitable here. The more adequate and detailed an object- addressee model is, the less effort should be directed to providing feedback, because a reliable model makes it possible to predict accurately enough the effect of communicative efforts. From this results the relationship between the communication theory and the deservedly gaining popularity reflexive control theory based precisely on economy of effort for feedback signals' retrieval through predictability of the controlled object's reactions.


The two aspects of speech activity - speech production and perception - prove to be equally relevant to the communication theory, which expands substantially the contents of both. As it was mentioned above, dealing with speech production a researcher of communication should analyze not only verbal, but also paraverbal text components. In an ordinary speech contact such components are facial expressions, gestures, poses, more detailed than in traditional linguistic analysis attention to intonation and other suprasegmental text parameters. A variety of speech tempos typical of different etnolinguistic communities should be taken into consideration. In connection with this we can't but note once again that a switchover to patter of many of our TV- and radio journalists actually excludes from communication act considerable groups of Russian viewers/listeners, unable to adapt the unusual speech tempo (compare Kassevich, 1996).


Among the aspects of speech production relevant to communicative analysis there are also its rhetoric characteristics. Rhetoric can be defined as a complex of means designed to provide perlocutionary effect of a statement (text). Whereas in a literary text this effect is aesthetic in character, in oratorical, publicist and propaganda texts rhetoric devices are at the same time means of informational compression (or, by contrast, of the text redundancy, pleonasticity increase) and listener's incentive to look at the offered information through information of some different kind apt to be aesthetically and emotionally marked. To illustrate, the use of metaphor such as a Soviet cliche "trudovaya vakhta" (labor duty) on the one hand, substitutes an extended statement saying that labor for the welfare of Motherland is equivalent to honorable mission of a warrior guarding his companions-in-arms and/or peaceful citizens; on the other hand, this metaphor calls for pathetic attitude to labor (as it is so highly valued) and development of enthusiasm of creative labor. "Force-pumping" of epithets and predicates (the Party is mind, honor and conscience…) naturally raises text's pleonasticity and contributes to the force increase of corresponding concepts (in the meaning attributed to this term by Bebee) (see Bebee, 1985).


In an equivalent manner standard argumentation schemes are important in the processes of speech production. These schemes possess etnolinguistic specificity. From pioneer works by Luriya it is known, for example, that traditionalist community representatives are insensitive to formal logic laws (what is, generally speaking, not identical with the statement about "savage's" pralogical thinking (see Kassevich, 1996); they cannot conclude a common syllogism of the type.


In the Far North, where there is always snow, bears are white. The New Land is in the Far North. What color are bears there? A common answer is that a respondent has never been to the New Land and, therefore, cannot say what the bears are like there. Consequently, for the texts addressed to traditionalist community representatives' comprehension, argumentation based on formally logic schemes will be ineffective; in this case, references to precedents, authoritative texts and personalities, the use of tropes, etc. are required.


Language structures proper, conveying various logic constructions, may also have idioetnic specificity. For example, in some languages (mostly with SOV word order), given cause and effect relations' expression, the effect precedes the cause more often, and a general scheme of a corresponding syntactic structure is as follows: "S is (not) P. If we ask why, the answer is because Q". This does not mean that another expression of the given semantics is impossible, but the presented scheme is more effective rhetorically.

Recent trends are to consider PR - public relations as a supplement to the communication theory (compare: Pocheptsov, 1999). In Russian educational institutions PR-specialists have already been trained for rather a long time; their educational programs are based mostly on the study of communication technologies.


It should be mentioned that for a comparably short period of time the term PR has undergone noticeable transformations. Originally, in the English-speaking countries, where the term arose, it was meant for the following situations. When a military unit was quartered in some settlement or near it, a post of Public Relations Officer was introduced by the unit's command. His tasks included contacts with the local authorities and population representatives, explanation of necessity for the unit to stay in that locality, examination of complaints about inconveniences and damages caused by some servicemen, etc. Firms, shops, enterprises, and other structures introduced services of that kind.


As we can see, PR in those cases was directed to the creation of a positive "image" of servicemen, firm employees, etc., but it was still very far from the actually "agitprop" (propaganda) appearance PR has acquired in our time. In modern PR its "black" variety stands out sharply focusing on informational extermination of political or economic opponents; naturally enough there appear information killers (the same as PR-killers), etc. The profession of a so-called spindoctor is slightly closer to the traditional interpretation of PR; he is called to correct, "treat" for unfavorable informational situation; for example, by appropriate information measures to do away with undesirable consequences of this or that politician's incautious statements.


In these varieties of PR (in fact, there are much more of them), a language component is undoubtedly present, but the study of relevant texts applies to linguistics no greater than the literary critic analysis of works of art.


It does not follow from this that PR texts are akin to literary works of art, but still there is certain nearness. PR texts are intentionally official, utilitarian, whereas a literary text is, according to Stepun (Stepun, 1999: 257), an autonomous "aesthetic cosmos". Its autonomy tells on the fact that transient, "walkthrough" characters are not very typical for literary texts (detective stories are an exception), while PR-serials with repeated characters, heroes and antitypes, are rather normal. Affinity in texts can be seen through their rhetoric - in the use of similar stylistic means.


One more variety of PR texts is an advertisement; in advertising industry the object centering is expressed very saliently. Standing apart is e-PR, PR in computer environment, and first of all in the Internet.


Linguists and "communicatologists" may and should cooperate, although to this time their contacts have been rather sporadic.


BIBLIOGRAPHY

  1. Glushkov (Ed.) Cybernetics Dictionary.- Kiev, 1979.
  2. Kassevich. Elements of General Linguistics.- M., 1977.
  3. Kassevich. Buddhism. Picture of the World. Language.- SPb., 1996.
  4. Konrad. About "linguistic existence" //Japanese Linguistic Digest.- M., 1959.
  5. Pocheptsov. Communicative Technologies of the XX century.- M,; Kiev, 1999.
  6. Stepun. Life and Creativity// Logos, 1999.- N 4.
  7. Kholodovich. About Speech Typology//Historic-Philological Researches.- M., 1967.
  8. Bebee. Morphology. A Study of the Relation between Meaning and Form.- Amsterdam; Philadelphia, 1985.


About author:

Vadim B. KASEVICH
Professor of Burmese and general linguistics,
Vice-Rector for Educational Policy and Curriculum,
Director of the Laboratory for Computer Application
in the Humanities at St. Petersburg University.

What is Linguistics?



Linguistics is the scientific study of language. It is a 'foundation' discipline in the sense that it bridges the social sciences, the natural sciences, and the humanities. Linguistics is an exciting field, not only because of its own achievements, but also because of its contributions to other fields. For example, linguistic anthropology is one of the four subdisciplines of anthropology, and it has provided models of rigour in cultural anthropology.


Linguistics also has links with cognitive science, computer science, education (through reading, child language acquisition, and classroom interaction), geography (through linguistic geography and dialectology), history (through historical linguistics), literature (through stylistics, poetics, and critical theory), neurology (through neurolinguistics, the study of how language functions in the brain), philosophy (through the philosophy of natural language, semantics, and logic), psychology (through psycholinguistics, cognitive psychology, and clinical applications), sociology (through sociolinguistics and the sociology of language), speech therapy, and zoology (through animal communication and the evolution of language).



Some of the major areas in which linguists work are:



Phonetics is the scientific study of speech sounds, of how they are made (articulatory phonetics), transmitted (acoustic phonetics), and received (auditory phonetics). Phonetics has broad applications in a number of areas, including speech recognition, speech synthesis, forensic linguistics, speech therapy, and language instruction.


Phonology analyses how sounds are organised in a language (phonological structure) and attempts to discover the principles that govern sound systems in languages in general.


Morphology examines the structure or form of words, how they are constructed of smaller units (called "morphemes") which have meaning (for example, singer is composed of sing + er).


Syntax investigates how words (and grammatical elements) are combined to form sentences, what speakers know about the grammatical structure of their language, how sentences are interrelated and what the general grammatical and cognitive principles are which explain these arrangements, relationships, and knowledge.


Semantics is the study of meaning in language.


Sociolinguistics probes the relationship between language and society. This involvesvariation in language use which correlates with such things as the age, gender, social class, ethnicity, and general social attributes of speakers and hearers. Sociolinguists also deal with attitudes towards language, social aspects of language change, and linguistic aspects of social issues.


Applied linguistics is the application of linguistic methods and findings to a number of areas. It is especially associated with language teaching methodology and second-language acquisition, but also involves language and the law, language and classroom education, child development, language and reading, speech therapy, language and public policy, translation, advertising, and the like.


Historical linguistics studies how and why languages change.


Pragmatics is concerned with how the meaning of linguistic acts depends on the context in which they are performed. It looks at language from the point of view of the users and the choices they make, and constraints on those choices, in social interaction. (For example, pragmatics studies what can make the sentence "Can you open the door?" count as a question in one situation and as a request for action in another).


Discourse analysis examines how language is structured beyond the sentence and thus involves topic and comment, narrative structure, cohesiveness, written vs. spoken language, and conversational analysis.


Psycholinguistics investigates the interrelationship between language and human cognition (the role of language as it affects memory, perception, learning) and the effects of psychological constraints on language (on its use, production, and comprehension). The best known area of psycholinguistics is the study of child language acquisition, how children acquire their native language.


Anthropological linguistics deals with the relationship between language and culture; also it involves the study of little-known languages in their cultural setting.


Computational linguistics or mathematical linguistics is the branch of linguistics which looks at languages essentially as formal systems, and applies computational techniques and concepts to understanding issues such as automatic machine translation and parsing. The goal of research in these areas is to uncover the logical and mathematical structures that underlie linguistic systems.


Linguistics also plays a key role in cognitive science, which involves collaboration among computer science, neurology, philosophy, and psychology, working together for greater understanding of human cognition (learning, memory, information storage and retrieval in the brain, and human thinking and mental activity in general).


Anyone with an interest in language or associated areas for any purpose may profit from taking courses in linguistics. For some students, linguistics will provide a central academic interest, but students who pursue several other areas of study will also find the courses relevant and rewarding.

Linguistic typology



Linguistic typology
Morphological typology
Analytic language
Inflected language
Synthetic language
Fusional language
Agglutinative language
Polysynthetic language

Morphosyntactic alignment
Syntactic pivot
Nominative-accusative language
Ergative-absolutive language

Time Manner Place
Place Manner Time

Subject Verb Object
Subject Object Verb
Verb Subject Object
Verb Object Subject
Object Subject Verb
Object Verb Subject

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\'Typology is the classification of languages by grammatical features. Typological classification contrasts with the more familiar genetic' classification of languages into families that share an ancestor language (see historical linguistics). A genetic class is a language family, while a typological class is a language type.


One set of types sometimes called just the "typology" of a language is the order of the subject, the verb, and the object:


These are usually abbreviated SVO, etc.

Some languages split verbs into an auxiliary and an infinitive or participle, and put the subject or object between them. For instance, German ("Im Wald habe ich einen Fuchs gesehen" - *"In-the wood have I a fox seen"), Dutch ("Hans vermoedde dat Jan Piet Marie zag leren zwemmen" - *"Hans suspected that Jan Piet Marie saw teach swim") and Welsh ("Mae'r gwirio sillafu wedi'i gwblhau" - *"Is the check spelling after to complete"). In this case, typology is based on the non-analytic tenses (i.e. those sentences in which the verb is not split) or the position of the auxiliary. German is thus SVO/VSO (without "im Wald" the subject would go first) in main clauses and Welsh is VSO (and O would go after the infinitive).


Both German and Dutch are often classified as V2 languages, as the verb invariantly occurs as the second element of a full clause.


Some languages (usually those heavy inflected) are difficult to classify due to fact that virtually any combination of verb, object and subject is possible and correct. Those include Latin and Polish.


Another common classification is whether the language is accusative or ergative. If the language has casess, this is determined by whether the subject of an intransitive verb has the same case as the subject or the object of a transitive verb. If it doesn't, but the order is SVO or OVS, this is determined by whether the subject of the intransitive verb is on the same side as the subject or the object of the transitive verb.


In many cases a language shows mixed accusative and ergative behaviour (e. g. ergative morphology marking the verb arguments, on top of an accusative syntax), or behaves ergatively only in some contexts (this is called split ergativity, and is usually based on the grammatical person of the arguments or in the tense/aspect of the verb).



What is CALL: Computer Assisted Language and Literacy



In Seattle recently, where I was attending the annual TESOL Conference
http://www.eshow2000.com/tesol/2007/conference_program.cfm, it happened time and time again. The first time was at Phil Hubbard's presentation in the CALL Academic session ("CALL Research Determines Effective CALL Practices: Misconception or Myth?" http://www.call-is.org/moodle/mod/resource/view.php?id=95). An academic session is a colloquium sponsored by an interest section in TESOL at which the stronger members of the Interest Section inform the membership at large about recent developments in some aspect of the interest section's field of interest.

Perhaps I should point out that I helped start the CALL Interest Section (CALL-IS,
http://www.callis.org/) in TESOL back in 1982-1983 (Stevens, 2003), so I'm not the most obvious person to be questioning use of that acronym, which is well understood in the field of ESL/EFL to stand for "computer-assisted language learning." But during Phil's presentation someone asked him what another of the acronyms he used meant (CMC, computer mediated communication). Up went my hand and when Phil called on me I asked him, "What about that other acronym you used, what was it ..?" I pretended to ponder a second. "Oh, yes, CALL -- what does THAT mean?"


In his presentation (slide 9 at the URL above) Phil had made the point that "Many research subjects are probably novices to CALL, may lack technical skills, and are untrained, undirected, and studied only during their initial experience. Thus, our research base in CALL is skewed." I was wondering why this should be the case, and if it mattered whether students were familiar with "CALL" - and this is what begged the question, what exactly is CALL? Prior experience would matter if the subjects were unfamiliar with computers, but if the subjects were reasonably 'literate' in use of computers, then they would have familiarity with how computer software can be expected to work, and then it would be a question of interface; that is, the independent variable in the research would be how well the interface was designed, whether it followed a pattern of intuitive use by literate users, not whether or not CALL was effective. An analogous case would be to ask whether libraries were effective by setting 'books' as an independent variable and ignoring what it was about those books that appealed to and communicated with readers.


Also, why would "CALL" presuppose that students used software designed for a certain purpose, and not software that they were already familiar with? For example, if a program were meant to teach them a certain grammar point, what if that program used Google searches to ferret out insights regarding that grammar point, or a 'CALL' program (a learning management system perhaps?) that directed them to Google in the course of their study of that grammar point? Or if students were using common Web 2.0 tools to 'assist' their learning of a language, then would unfamiliarity with the software be an issue?


Phil did not specifically indicate in his presentation what studies he was referring to, but his references point to at least two meta-analyses of a respectable range of CALL-oriented journals from the years 2000-2005. I was unable in the online references given to hone in on the instances that corroborated his finding that many research studies on CALL used subjects who were unfamiliar with the software under study. Thus I was unable to determine whether 'novice to CALL' implied 'novice in use of computers'. And if this was a concern in past studies how rapidly is this consideration evaporating as an issue when a widely expressed concern of digital immigrant teachers nowadays is the challenge posed by the steadily improving computer skills of a new wave of digital native students? (Prensky, 2001)

Phil and I have known each other for some time and he knows both my sense of humor and my serious side, so to his credit, and considering I had obliquely challenged the subject of his talk, he took the question in stride and entertained a short dialog wherein he attempted to define the term and I got to indicate why I asked this seemingly most obvious of questions.


Phil said something to the effect that he took the term to mean any form of language learning in which a computer is used. The impetus for my question was how perceptions of this term have changed over time, granted general agreement with Phil's definition. A quarter century ago, when the CALL Interest Section was formed, there were not so many things that CALL could mean. Twenty-five years ago, before computers started permeating almost every electronic device we use nowadays, you almost had to be sitting in front of a large box clearly identified as a computer in order to be using one. These days, computers drive many common devices such as mobile telephones and CD-ROM and DVD players, but I wasn't quibbling over where the computer was so much as how it was used.


In the early days of "CALL" there were also fewer options in how computers might be used with students. Many of the first efforts of CALL development saw practitioners, when they had the opportunity to make use of computers in their curricula, transfer drill and practice into computer-based format on the assumption that if drill and kill was good for language learning, as was assumed at the time, then overkill was better, and computers could serve to keep students engaged long after the teacher had flagged. Another learning model in vogue at the time, programmed instruction or mastery learning, also seemed appropriate to a computer-based medium, in the context of what was originally called CAI, or computer assisted instruction. It was only later that the I for instruction became L for learning, a subtle but significant shift in perspective on the computer's role in the learning process as opposed to its place in the instructional algorithm. In these early days, another strong metaphor -- tutor, tool, tutee (Taylor, 1980) -- suggested how computers might be used in discovery learning, and a book chapter I prepared toward the end of last century focused on humanistic uses of computers as opposed to behaviorist ones (Stevens, 1992), which had been a preponderant supposition in the earliest models.


It has taken time for the common perception of CALL to be something other than software you plug students into. Perhaps the first widely-used CALL program that wasn't specifically designed as a CALL program was the word processor, one of the 'tools' presaged in Taylor's book. This one tool
enabled teachers to once and for all put into practice components of the writing process they had well into the late 90's been inflicting on students by having them copy out drafts longhand. The second such universally used computer-based tool to radically assist language learning was the browser. Here again, the tool was not designed specifically for language learning, but it was of invaluable use in providing unlimited access to authentic native examples of target language on topics of interest to the learners (not contrived or selected by their teachers). Since then examples of such tools have proliferated: search engines, egroups, translators, online reference works, instant messengers, VOIP tools, blogs, vlogs, and wikis, MOOs and MUVEs, learning and content management systems, social networking spaces such as Elgg, MySpace, Orgut, and Facebook ... the list goes on and on.


Thousands of such tools have now proliferated in the online environment. Most are available for free, and many fall under the category of Web 2.0, which means they provide space online where student can interact with each other by acting not only as recipients of information downloaded from the Internet, but creators, sharers, and collaborators as well, of content written to mutually accessible free Web spaces. The impact on language learning of this singular development is to my mind no less than astounding, and it is what I have in mind when I imagine students engaged in
computer-assisting language learning.


At the conference in Seattle I sat through many presentations in which I found myself asking the same question, often out loud - what does the presenter mean by CALL? I get the feeling that despite the fact that we are all surely using a healthy range of tools just mentioned, the use of the term CALL seems to be somehow associated with shrink wrapped software still in evidence in the publisher's area of the convention center. People are still asking, what can I buy there to apply in my institution so that I can sit my students down (sit and get, as Wesley Fryer calls it) and have them learn a language within the parameters the programmer has laid out for them? My answer would be none of this. Sure, buy copies of a wide range of software and assemble a library that will give teachers activities for occasional variety and ideas for future development, but use the tools that abound for free on the Internet to help students learn in real, authentic, communicative settings.


It could be that the research base Phil was referring to is skewed toward studies involving software of the programmed variety. What is required is a research base where digital natives are more and more the subjects in the study, and the tools that are considered as "CALL" are the items of software that those digital natives use in the course of their daily lives, not software brought in for the purpose of a study, that might have interface design flaws, and might not particularly interest subjects whose use of software is normally predicated on their perception of whether becoming proficient in that software will help them to function in future contexts where that software might apply.


I finally came to John Madden's presentation, "Designing CALL Training 2.0," whose abstract was: "What should training in computer-assisted language learning (CALL) offer prospective teachers? A new teacher trainer reflects upon his experiences trying to create a CALL course by first experimenting with CALL training in the existing curriculum." It struck me that in his presentation, where John alluded to skills teachers would need to utilize CALL, he was grappling not so much with CALL issues but with literacy ones. And the second thing that struck me is that perhaps we should re-design our perception of CALL itself through a slight-handed CIA (change in acronym). When it came my turn to ask again the inevitable question, I proposed something along these lines:


CALL: Computer Assisted Language and Literacy (shall we assume the learning is understood by now?)


There were some nods in the room, not all of them from people grappling with sleep deprivation 4 days into the conference. Perhaps the phrase will stick? Comments?


References

Prensky, Marc. (2001). Digital natives, digital immigrants. On the Horizon 9,
5. Retrieved March 14, 2007 from:
http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf#search=%22prensky%22digital%20native%22%22.

Stevens, V. (2003). How CALL-IS began. Prepared at the request of Chris Sauer, CALL-IS Newsletter Editor, May 2003. Appeared in an email sent to all CALL-IS members in Fall 2003 via the TESOL organization.
http://www.vancestevens.com/papers/tesol/newsletter/callis_began.htm.

Stevens, Vance. 1992. Humanism and CALL: A coming of age. In Pennington, Martha, and Vance Stevens (Eds.). Computers in applied linguistics: An international perspective. Clevedon, England: Multilingual Matters, pp. 11-38.
http://lightning.prohosting.com/~vstevens/papers/1991_humanism/humanism91.htm.

Taylor, R.P. (Ed.). (1980) The Computer in the School: Tutor, Tool, Tutee, New York: Teachers College Press, Columbia University.
A Genre-based Approach to Computer-Assisted
Language Learning

Quynh Lê

Applied Computing & Mathematics Department
University of Tasmania



Abstract


Learning English as a second language is a great challenge for students from a non-English
background. It is not the natural language acquisition seen in first language learning. Learners have to depend on various learning resources to ensure success. These resources include interacting with native English speakers, effective teaching methods, appropriate technology and the ability of the learners to manage their learning. The development of genre theory (eg. Christie, 1990; Martin, 1990; Hasan) has made a great contribution to language and literacy education, particularly in Australia.

This is an interventionist approach to literacy education. Literacy learning is not always an effortless process, but it can be an up-hill battle for many learners. Genre is seen as the way culture carries out its transactions and communication. Knowledge is conveyed through different genres determined by culture. However, though the application of research on genre analysis and development has recently made a positive impact on the ESL (English as a Second Language) field, the application of genre theory on computer assisted learning for ESL students is still at a preliminary stage. This paper will critically examine the educational link between genre analysis and computer assisted learning and on this basis it will explore ways of developing software that is based on genre analysis to help ESL students learn scientific genres. It will enhance the learning of academic English, particularly scientific genres, by non-English speaking background students. For many ESL students in particular, and all tertiary students in general, the language of science is an essential aspect of understanding science.


Keywords

genre, ESL, scientific English, multimedia

1. Computer Technology and CALL
Learning English as a second language is a great challenge for students from a non-English speaking background. It is not the natural language acquisition seen in first language learning. Learners have to depend on various learning resources to ensure success. These resources include interacting with native English speakers, effective teaching methods, appropriate technology and the ability of the learners to manage their learning. Computer technology has permeated society in general and education in particular. While computer technology has created an impact in education, the debate on its role in teaching and learning has not settled comfortably. Anderson (1991, p. 25) gives the following advice or warning: ‘technology is changing so quickly, it is our task as administrators or teachers to be aware of the waves, to look critically at them and judge how effective are these tools for teaching and learning’. Commercially-based companies with their powerful resources have continually produced educational software and it is important for educators to examine critically the
educational background and principles underlying the production and use of such software.


2. Hallidayan Perspective

Though the name ‘Halliday’ needs no introduction to students of linguistics, it is the opposite in the field of computer science. Halliday’s great influence on language education in Great Britain and Australia is unquestionable. His view on the nature of language and language learning is particularly attractive to those who are practically oriented, in the sense that they search for a theory of language that can function for them. For Halliday, children learn language because they realise what language can do for them. Language educators have witnessed the emergence and disappearance of language theories in linguistics and their impacts on language education such as Generative Transformational Grammar, Case Grammar, Generative Semantics, Tagmemics. However, Halliday’s Functional Grammar (1985) has definitely occupied a special place both in theory and practice in language education recently. Firebaugh (1988, p. 214) points out that by adding the pragmatics of context of language in Halliday’s grammar, the meaning potential becomes much clearer and much ambiguity is removed. Due to the fact that Halliday’ s model emphasises the functional context of language in terms of ideational, interpersonal and textual functions, he has given the field of artificial intelligence a powerful tool to deal with research on natural language processing.

Another aspect of Halliday’s contribution to applied computing is his view on the vital link between language and learning, which consists of learning language, learning about language, and learning through language. The intricate relationship between language and learning presented by Halliday has become a useful compass for curriculum design in general and language teaching syllabii in particular. As Halliday is interested primarily in the function of language in social context, genre has become an obvious target for linguistic investigation as it is socially determined. Halliday (1993) examines the characteristics of scientific English and provides the following aspects that are grammatically motivated and are potential problems for learners: interlocking definitions, technical taxonomies, special expressions, lexical density, syntactic ambiguity, grammatical metaphor, and semantic discontinuity. These characteristics will be included in the discussion of the multimedia package later in this paper.


3. ESL Students and their Scientific Genre Struggle

The development of genre theory under the influence of Halliday has been taken seriously by
language educators. This is an interventionist approach to literacy education. Literacy learning is not always an effortless process, but it can be an up-hill battle for many learners. Genre is seen as the way culture carries out its transaction and communication. Knowledge is conveyed through different genres determined by culture. Genres can be seen as cultural ‘procedures’ used appropriately according to communicative goals, such as narrative, report, recount, explanation, argument etc.

Genre competence is an essential part of communicative competence.
Teachers should be aware of the demand society makes on the use of genres in different social
contexts and interactions. In addition, genre is essential in education as each subject has its own
genres. For instance, scientific genre is the way scientific knowledge is expressed. Learning scientific genre is therefore learning about science. As Martin (1990, p. 100) states:
A necessary part of becoming a proficient science student is learning to read and write the
various genres particular to science fields, and for that reason teachers need to think carefully
about the genres they want their students to learn.

It is often assumed that ESL students’ main difficulty in learning English as a second language is
confined to vocabulary, pronunciation, grammar and sociolinguistic competence. This is true with
beginning and intermediate learners. For international students, whose English achievement is above the normal English requirement, the struggle with English has not ended yet. Science students still face what I refer to as ‘the scientific genre struggle’. There are probably two main reasons for this.

Firstly, their TESOL (Teaching English to Speakers of Other Languages) was heavily based on the acquisition of vocabulary and English grammar. Secondly, they were not taught scientific genres at home. The common strategies used by these students to overcome ‘the scientific genre struggle’ in their tertiary education in Australia are to paraphrase or slightly modify texts from publications and to ask English-speaking persons to help with writing .


4. A Genre-based Multimedia Package

As previously pointed out, for many overseas students studying in an English-speaking institution, the success or failure in education depends crucially on their English competence, particularly in dealing with academic genres. With a big increase of international students, English-based tertiary institutions have started to examine their teaching and learning environments to cater more effectively for them. Support in English competence is needed urgently as educational failure is, to most international students, the result of failure in tackling the demands of academic English, particularly, academic writing such as essays, reports, dissertations, and theses. Recent CAUT grants indicate the recognition of the role of computer technology in assisting students with academic writing. For example, Vance (CAUT grant,1995) tackled academic writing problems by integrating professional and academic writing skills in the computing curriculum. Similarly, Tchirato (CAUT grant, 1995) introduced the Communicore resource kit. This is an important step in involving technology-oriented staff in literacy development. Candlin (CAUT grant,1995) developed teaching materials to help economics and accounting students master academic English. In the commercial world, interest in
CALL seems endless. Various programs including CALL software packages have been produced to cope with the enormous demand but they tend to focus on technical aspect of production and do not reflect significant insights gained from current research on genre-based approach in language education, which has had a strong impact on language and literacy education in Australia.

As pointed out at the beginning of this paper, the application of research on genre analysis and
development has recently made some positive impact on language and literacy education and
TESOL, the application of genre theory on computer assisted learning for ESL students is still in its embryonic stage. It is important to examine the educational link between genre analysis and computer assisted learning and on this basis to develop a multimedia package for ESL students to learn scientific genres.
The project aims at offering ESL students an innovative multimedia package encompassing the
insights gained from past and present activities and current research on academic genres. In particular, it focuses on three common scientific genres, namely reports, explanations and experiments. The multimedia package includes three main scientific genres described by Martin (1990) as follows.

a. Report genre: According to Martin, report is a major genre in science
textbooks. The main function of a report is to organise information about
things, typically by classifying them or decomposing them. Reports have
distinctive linguistic features such as (1) generic participants (eg. plants,
animals, ecosytems); (2) timeless verbs in simple present tense; and (3) a large
percentage of being and having clauses.

b. Explanation genre: Martin notes that textbooks can be seen as large reports
made up of a series of smaller ones. When the smaller reports focus on
processes, either to classify them or to use them as criteria for classifying
things, the explanation genre is used.

c. Experiment genre: Experiment genre, unlike report and explanation, has a very
clear staging structure, which is functional. eg. aim, method, result,
conclusion.
Apart from the focus on these three main scientific genres, the multimedia package includes a general discussion on the grammatical aspects of scientific genres described by Halliday (1993). These aspects are important for ESL students, and should also be noted by science teachers, as they can cause problems for the students in tackling scientific English. They are: interlocking definitions, technical taxonomies, special expressions, lexical density, syntactic ambiguity, grammatical metaphor, and semantic discontinuity.

The multimedia software includes the following modules:

· Module A: General aspects of scientific English (kiosk-based presentation).
· Module B: Scientific genres (kiosk-based presentation).
· Module C: Practical lessons on scientific genres (tutorial pathways).
· Module D: Resources on scientific genres eg. glossary, publications (kiosk-based
presentation).
The package uses Hypercard 2.2 and Photoshop.


5. Conclusion

For many ESL students in particular, and all tertiary students in general, the language of science is an essential aspect of understanding science. The problems facing ESL learners and others in
understanding and using the language of science are not confined to scientific words or jargons but also include structural complexity, scientific discourse organisation and illustration. The multimedia CALL package is aimed at enhancing the learning of scientific English, particularly scientific genres, by students, from a non-English speaking background and attending science courses in Australia, who are faced with the difficulty of scientific English. The main feature of this multimedia package lies in the incorporation of audio-visual media into a program that provides learners with various alternatives and interactions during the learning process.


6. References

Anderson, J. (1991). Computer-based technologies: effective tools for teaching and learning. In T. Lê
and M. McCausland (Eds.), Language education: Interaction and development. Proceedings of the International Conference on Language Education: Interaction and Development. University of Tasmania.
CAUT grants 1995, DEET, Australia.
Christie, F. (Ed.). (1990). Literacy for a changing world. Victoria: Australian Council for
Educational Research.
Firebaugh, M. W. (1988). Artificial intelligence: A knowledge-based approach. Boston: PWS-Kent
Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.
Halliday, M. A. K. (1993). On the language of physical science. In M.A.K Halliday and J.R. Martin
(Eds.), Writing Science. Bristol: The Falmer Press.
Martin, J. R. (1990). Literacy in science. In F. Christie (Ed.), Literacy for a changing world. Victoria:
Australian Council for Educational Research.
Taylor, G. (1991). Developing a CALL program. In T. Lê and M. McCausland (Eds.), Language
education: Interaction and development. Proceedings of the International Conference on Language
Education: Interaction and Development. University of Tasmania.
Computer Assisted Language Learning (Call) As a Method to Develop
Study Skills in Students of Engineering and Technology at the
Tertiary Level
J. Jayachandran




INTRODUCTION

Computers have emerged as fascinating technological tools in the
educational arena. Their use in classrooms as a tool for teaching holds a
great significance for language learning using computers in language learning
can go a long way in developing study skills in learners of engineering and
technology at the tertiary level.


THE IMPORTANCE OF STUDY SKILLS

Every learner is an individual with different needs and abilities of
learning a language. Traditional methods of teaching a language placed the
teacher in the role of a transmitter of knowledge while learners were seen as
passive recipients of this knowledge. With the advent of the communicative
method of language teaching, the focus in the classroom shifted from the
teacher to the learner. Current trends in the field of English Language
Teaching focus on learner autonomy, learner involvement, learner-generated
syllabi, creation of relaxed atmosphere for learning, and training to relate to
need-based learning. As a result, the concept of individualized instruction is
increasingly gaining importance.


STUDY SKILLS IN ENGLISH.

In a sense, Study Skills are doing with getting information from any
subject from the relevant sources of knowledge. The main sources of
information for a learner are: a) books, b) classroom lectures, and c) the
world at large. Learners have to internalise the information provided by these
sources in the most efficient way in order to retain and retrieve it when
necessary.

As for as school learners are concerned, when it comes to collecting
information from different sources, they mostly depend on reading the
textbooks and listening to teachers explaining the contexts of the textbook.
In identifying the source of knowledge and understanding the ways by which
the source of information, school learners mostly depend on reading the
textbooks and listening to teachers explaining the contents of the textbooks.
When they move from school to college their horizon of knowledge is
expected to expand. They are expected to take down notes while they listen
to lectures in the classroom. They are also expected to seek information from
various other sources and read more than one book for any given subject and
assimilate the information presented in them. This requires efficient ways of
reading. They need to organize this information and present it in their
assignments, examinations and projects.

But when it comes to training in learners receive study skills in colleges
at tertiary level, it is rather inadequate instead they are made to receive
dense information in a short time. Due to their inability to assimilate the input
they receive in various subjects, a sense of insecurity grips their minds.
The sense of insecurity thus gives rise to diffidence and makes them
take recourse to ‘memorization’ without proper comprehension. Such
cramming makes the knowledge received short lived and haphazard. What is
required is not learning long texts by rote, but developing an ability to take
down notes in the classroom. For, certainly the lectures given in classes
contain more details than what is given as ‘handouts’. Though reading,
summarizing, writing paragraphs, information transfer skills are included in
the syllabus in the first two semesters at the first year level in colleges, these
skills remain confined to the English classes alone and are not extended to
the learning of core subjects.

In this cyber age where, most of the academic activities are computer
directed the study skills particularly those related to receptive skills can be
effectively developed using Computer Assisted Language Learning method.
While talking about the computers and second language skills
development says that out of the four skills of language learning, the
receptive skills mainly, listening and reading can be commonly addressed by
CALL programmes. Hence, Study skills that fall in the category of receptive
skills can also be developed using the CALL method.

While using CALL materials in a language classroom, the computer
envisages an important role for the teacher. Though, the teachers do not
control the learning process they by integrating technology in their teaching
provide an excellent backup or support because, they can monitor the
linguistic performance and progress without directly interfering during the
learning process.

Teachers can also modify and adopt any CALL learning materials to
suite the learners needs and levels of competence. While using the CALL
materials the learners have the autonomy to identify and adopt the kind of
strategy that would best suit their learning style, choosing such a strategy
would also facilitate the learning process. Studies show that CALL materials
motivate the students for a better learning and provide them a stress free
environment.


STUDY SKILLS - AN INSIGHT

The term “Study Skills” a general term, which encompasses a wide
variety of traits, is associated with personal growth and development ranging
from attitudes to behaviours.
Study Skills are skills acquired for the purpose of self-development or
for a good career. On the academic front, new learning styles, networking
with other students, acquiring communication skills, ability to listen to
lectures with concentration, reading a book and taking notes, participating in
classroom activities are some of the study skills.

The focus of teaching these skills centers around the individual
academic or personal growth. The basis for success in academics is hard
work, disciplined studying and acquiring the ability to critically assess. As
time is very precious, time management can also be considered as a Study
Skill.

Study Skills also include reading academic texts efficiently and
effectively; taking notes from lectures and books; doing basic research; using
library or computer-based resources; writing academic papers; taking part in
discussions; presenting papers; managing study time and preparing for
examinations.

Encouraging students to be creative and appreciating innovation in
students motivate students to excel at what they are doing. Teaching them to
plan projects inculcates a sense of responsibility and helping them to manage
these projects infuses a sense of accountability. By giving focus to these
different types of study skills the communication skills of learners can also be
developed by using CALL.


NOTE TAKING

Note taking is another Study Skill, which has to be necessarily
developed in students. There are usually three main occasions, as Michael J.
Wallace says when notes are taken while listening.
There are three main occasions when notes are taken.
According to Michael J. Wallace (1998) they are:

a. to take down notes while listening.
b. to take down notes while reading.
c. to write notes from memory.


Similarly there three main reasons as to why note are taken down:

1. to have a record of the speaker’s own or writer’s main ideas.
2. to help one’s memory when revising, e.g. before an examination
3. to make what the speaker or writer says a part of your own
knowledge.

In order to inculcate this skill of note taking students can be trained to
use CALL as a technique of language learning. When it comes to taking down
notes while listening, a worksheet can be given and students can be asked to
listen to an audio text either from a CALL material or from an audio-text. The
worksheet can have a gap-filling task wherein the students while listening to
the text can fill up the gaps by using relevant information from the listened
text. The worksheet can be programmed in the CALL text. So that, the
evaluation will be instantaneous.


REFERENCE SKILLS - SEARCHING AN ONLINE CATALOGUE

Reference skill is another important study skill, which must be
inculcated in students. Here, CALL has a major role to play because; even
though manual cataloguing is still available people prefer online catalogues.

An online catalogue is a list of the materials available in the library,
and this list can be accessed through the computer. Most libraries have an
online catalogue of holdings (e.g. books, journals, electronic publications and
audio-visual materials) available with them. So, it becomes the duty of the
English teacher to make the learners get familiar with the method of using
online cataloguing.


COMPUTERS AND LANGUAGE LEARNING

Computers and language learning are closely inter-related and the
judicious integration of both can enable students to organise and process
their knowledge at the touch of keyboard button. This innovative approach to
language learning, which is a variation from the conventional classroombased-
instruction, will definitely yield exciting and rewarding results in
language teaching.

Over the years, a wide variety of teaching aids have been placed at the
disposal of language teachers. Charts, slides, tape-recorders, videos,
overhead projectors and many other technological innovations have taken
the place of traditional chalk and board, though not completely. Computers
are the latest among the aids used for instructional purposes. Besides being
powerful and stimulating aids, computers offer great potential for language
learning.

Computers are effecting fundamental changes not only in the society
outside the classroom walls but also within them. The invasion of the
electronic media has revolutionised language teaching methodology.
Computers are now used as effective tools in teaching grammar, vocabulary,
syntax, and comprehension and even in developing interactive
communication skills and in creating writing activities.

While talking about bridging the gap between computers and language
teaching gives the perspective that CALL programmes have the potential to
be used as individual teaching programmes.


Advantages of a CALL classroom

Computer Assisted Language Learning enhances the motivation level
of students.

Teachers can customise any CALL program to the syllabus or course
design that they are using to increase the level of proficiency in
students.

Computers are useful in-group activities as well as in imparting
individualised instruction, which is rarely possible in a traditional
classroom.

There are no limitations with regard to practice-sessions or time.
Students can have as many practice-sessions as they wish, repeat the
tasks any number of times to acquire mastery and select the material
according to their individual requirements. Thus the computer is an
efficient learner-centred device.

It has a powerful self-access facility and gives immense scope for selflearning.
Teachers in language classes give students exercises to write. Students
most often do not revise or correct the scripts immediately even
though they are incorrect. The computer helps to reduce this handicap.
CALL software has tutorial modes, which help the students explore the
correct answers and learn from the errors they make.

As computers can store, access and analyse more data than books,
they create a technology enabled exciting learning environment.
Computers maximize learning opportunities for their students.


ADVANTAGES

The immediate feedback given by computers helps the students to
analyse patterns in the language. The novelty that is an integral part of CALL
programmes increases the motivational level of students.
CALL programmes besides helping the learner to learn a foreign
language or a second language, also provides some computer literacy which
is becoming essential in a technological era, and could be of great help in the
future training and career prospects. CALL programmes provide the
information requested in a very short time, almost instantaneously.
By using CALL method the students will not only learn more number of
words but also the usage of those words as well. The advantage of using
CALL method is that they can do the entire study skill activity at their own
pace and time using their own learning styles and strategies. Also,
integrating CALL with language teaching provides the learner with an
opportunity to become part of the skills. They are learning and address their
subject related issues by the study skills approach. Having introduced to CALL
method of learning at the tertiary level, the learners will continue the exercise
of study skills approach and achieve distinctive mastery in their subjects
when they come to their higher semesters.


LIMITATIONS

The computer is a means of communication between the programmer
and the user. However in this analogy, the author and the programmer do not
mostly share similar concerns. While the author is bound to be a subject
expert, the programmer is mostly a technician. This gap between the author
and the programmer is responsible for inappropriate lesson content, poor
documentation, errors in format and content, improper feedback, etc. found
in some CALL materials. Likewise, in most of the software packages, there is
little chance for the teacher to add or modify the existing programmes, even
if he wishes too, since most of its locked to prevent pirating. And for the few
of those who develop their own material, the time spent on preparation and
programming can be quite lengthy running to hours and days.

But, these limitations or problems should be seen in the backdrop of a
development stage of computerisation. The rapidity with which computer
integrated activities and taking place in the academic sphere shows that the
drawbacks found in the CALL methods are only temporary. The next
generation of teachers and learners will be part of a computer generation.
They will take for granted the skills demanded by computer technology and
handle them as coolly as switching on a tape recorder or watching a
television.


CONCLUSION

The language teacher, who has the prime objective to develop study
skills in learners, seeks to make an effective use of the computer-assisted
language learning method. An analysis of the methods discussed so far leads
the researcher to conclude that it is ultimately the teacher who has to be
more innovative, more resourceful, and more thoughtful to create awareness
in students about the importance of the study skills in English and to provide
opportunities to practice the language by using CALL.

Computers make excellent teaching tools, especially in teaching
languages in any aspect, be it vocabulary, grammar, composition,
pronunciation, or other linguistic and pragmatic-communicative skills. The
major benefits offered by computer in enhancing language acquisition
apparently outweigh its limitations.


WORKS CITED

1. Wallace, Michael J. Study Skills in English. London: Cambridge
University Press, 1998.
2. The British Council. 109-Study Modes and Academic Development
of
Overseas Students. London: 1980.
3. Hope, Geoffrey R. et al. Using Computers in Teaching Foreign
Languages.
Orlando: Harcourt Brace, 1984.
4. Jones, Christopher and Sue Fortescue. Using Computers in the
Language Classroom. Longman Handbooks for Language Teachers.
New York: Longman, 1987.
5. Bhatnagar, Y.C, ed. Foreign Language Teaching in India: Recent
Advances. New Delhi: Ajanta, 2004.
6. Moore, Phil. Using Computers in English: A Practical Guide.
London: Methuen, 1986.
7. Kenning, M.J. amd M.M. Kenning. An Introduction to Computer
Assisted Language Teaching. London: Oxford University Press, 1984


USE COMPUTER PROGRAMS TO MAKE LANGUAGE LEARNING EASIER



Computer-assisted language learning



Computers have recently become fully effective means in various aspects of language teaching. Computer-assisted language learning (CALL) is a method of language teaching and learning in which computer technology is used as an aid to the presentation, storage and assessment of the material which is to be learned. Typical Computer-assisted language learning programs present any combination of text, images, sound or video. The user learns the language material by typing at the keyboard, pointing and clicking with the mouse, or speaking into a microphone. Modern Computer-assisted language learning software has embraced CD-ROM and DVD and a wide range of other new technologies, helping in teaching pronunciation, grammar, vocabulary and other aspects of the language.

One of the numerous trends of Computer-assisted language learning CALL software constitutes programs which deal with speech. There are two main groups of such programs: those which relate to speech recognition, that is the process of converting a speech to words, and those which relate to speech synthesis, that is the artificial production of human speech. These programs are called text-to-speech programs, using text to speech TTS technologies.


Computer-assisted pronunciation teaching with TTS software

It's an open secret that text to speech and read aloud programs are extremely useful for language teaching and learning, especially for teaching pronunciation. Use your computer in language teaching and improve your pronunciation skills with Speaking Notepad - a read aloud program converting normal language text into speech. Speaking Notepad is the very text-to-speech program, which is designed not only for people with visual impairments or reading disabilities, but also this language teaching program can assist those who learn a foreign language, learn and teach pronunciation.

With Speaking Notepad you'll be able:

  • get to know pronunciation of words in a moment without searching them in pronunciation dictionaries
  • listen to accurate pronunciation instead of reading transcriptions and guessing the pronunciation of every sound
  • listen to pronunciation of a word or a phrase as many times as it is necessary for you
  • practicing your pronunciation by repeating the phrase after the speaker and imitating his manner of pronunciation
  • download numerous intelligible voices in different languages
  • listen to texts in foreign languages and even record them to audio files
  • use your computer in language teaching and learning

  • Speaking Notepad, being handy and powerful text to speech program, will turn routine language learning and pronunciation teaching into comfortable and productive pastime! Improve your pronunciation skills with ease and comfort by downloading Speaking Notepad - the most efficient way of both teaching and learning pronunciation.


    If you are interested in computer programs which assist in language teaching and language learning, you'll surely devote some attention to another text to speech TTS software 1st Read It Aloud - an indispensable helper in teaching pronunciation. Using this handy text to speech program you'll enable your computer to read aloud any text selected in any application by single pressing the hot key. It means that 1st Read It Aloud can convert emails, notes, documents to speech without copying the text to be read aloud into the clipboard. Don't muff the chance - download 1st Read It Aloud right now and make your computer assist you in language learning and pronunciation teaching.