Ties of Software World with Language Education; An Analysis
Saleh Mohammed AL Atiewi
College Of Information Technology
Department Of Computer Science
Al-Hussein Bin Talal University, Jordan, Ma’an
Ahmad Hweishel AL-Farjat
Applied Science Department
AlBalqa Applied University, Jordan, Aqaba
Rajesha N.
Senior Technical Officer, (LDC-IL),
Central Institute of Indian Languages, Mysore.
Tareq Ahmad Ali Alzayyat
Department Of Management Information System
University Of Petra, Jordan, Amman
Abstract:
Computer technology provides learners with new and varied options for language learning through interactive tasks delivered through CD-ROMs, Web pages, and communications software on the Internet. Researchers need to reconsider any approach to second language acquisition (SLA) concerned with explaining how language development is prompted by exposure to the target language in view of the dramatic differences in language experience learners engage in due to computer technology. This paper will provide a bird’s-eye view of applied linguistics and second language acquisition (SLA) and pedagogy into practice while focusing on the impact of technology
Keywords: Computer technology, Software, Language Education.
Introduction
The Software Field is emerging as a jinni which makes life much easier; hear we discuss some of the issues where computer assistance can help a big deal in language acquisition. We will discuss Multimedia, Online Courses, Computer-Mediated Communication in Language acquisition, use of Corpora in learning language, Software’s like Concordance Software, Morphological Analysers, Transliterators, Pronunciation Dictionary and Pronunciation tutors. This paper will give a birds view, where software field can help language learning in Indian context.
Hypermedia Technologies:
Interactive Multimedia enables the exchange of ideas and thoughts via most appropriate presentation and transmission media. The goal is to provide an empowering environment where multimedia may be used anytime, anywhere, at moderate cost and in a user-friendly manner. Yet the technologies employed must remain apparently transparent to the end user. Interactive distance learning systems can be termed as “live interactive” or “stored interactive,” and range from satellite and compressed videoconferencing to stand-alone computer-assisted instruction with two or more participants linked together, but situated in locations that are separated by time and/or place. (see Hakikur Rahman)
Online Courses for Language Question:
With the help of everyday updating artificial intelligence and multimedia technologies, it is possible to design language learning packages which use dynamic and interactive tutoring system with audio, visual and video support. Many institutions developed and developing Language learning packages. These packages can be used equally well by individuals and groups of learners. They are, however, not a substitute for the teacher. The teacher can also use these packages, to make the lessons more interesting, cut down the routine and provide him/her the opportunity of addressing the more substantial problems of the learner. LILA (http://lilappp.cdac.in) is one of such an endeavor.
The best way to learn a language is to learn in the place where everyone speaks that language. But it is not possible for everyone especially in the case of foreign languages. There are web portals availing Language Course in Internet. A learner has to enter online virtual city where everyone speak the same language. Everything is live and nothing is recorded. Learner can converse with the people who are same like him/her in the language in which they are practicing. There will be classes by experts for every level and for every skill. So they can practice what they learnt in that virtual city. This concept of online virtual city will revolutionise the language learning to a great extent.
Computer-Mediated Communication (CMC) in Second Language Acquisition:
In traditional language courses the instructor dominates most class discussions. Comments generally begin with and return to the instructor, who paces the conversation. On the other hand, conversations that are conducted in real time via CMCs encourage greater participation from class members and allow instructor to fade into the background. It is not uncommon for our classes to write between 100 and 130 short messages during a local area network discussion. Students are not only allowed to converse with their peers, but, since the comments are written, nobody is ever interrupted in the middle of a comment. In addition, the slower students can work on their comments without the pressure of making the whole class wait while thoughts and vocabulary are collected. At the same time, no student can dominate the discussion because all participants are free to read or ignore the comments that the computer sends to individual. (See Orlando R. Kelm 1996)
Corpora and Concordance Software:
Using corpora in the classroom involves making use of concordance software to analyse and spot patterns and differences in language usage. For instance, students can use corpus linguistics with the aid of a concordance to make error corrections to their writing, or the teacher can show students a certain syntactical or lexical usage for students to induce the rule (inductive learning), called data-driven learning since it is based on a data analysis that results in linguistic learning. Again, it is important to note that data-drive learning demands extensive practice before employing it as an approach. The role of the teacher becomes that of a manager, orienteer, and observer and the role of the student changes to a researcher of language.
Using this approach instead of traditional grammar and lexical instruction exposes the language learner to authentic language instead of rather fabricated text, and ensures a learner-centered classroom without diminishing the role of the teacher. It encourages learner autonomy with regard to errors correction (see Ammar Merhbi 2009)
Morphological Analyser:
A software which breaks a lexical entry of a language and identifies different parts as different conceptual representation can be called as Morphological Analyzers. They can offer a great deal of help in learning and relearning second language. Especially the languages which are with complex words (morphologically rich), and become one of the reasons of difficulty in learning. A Morphological Analyser splits a word and tells which part of the word signifies what. An effective use of this software will speed up language learning as once these affixes are learnt; only the lexicon (vocabulary of a language) has to be updated.
Automatic Transliterater Software:
Second Language Acquisition includes acquiring both literary and spoken skills. Even though writing by hand brings the letter and the language more nearer, mapping the alphabets of Primary language (could be pre-learnt Mother tongue) to the language being acquired makes learning easier.
It’s not always the case if the primary and secondary language scripts are of different family. If the primary and secondary language bothe Phonetic script then its just mapping of characters from one script to other, Automatic Transliterater can do this task easily.
Once a person knows the maping it feels homely to learn. Transliterating software’s is available today; Mozila Firefox’s Girgit add-on offers reader to read the WebPages of any Indian language into any other Indian language script, LDC-IL has developed a Transliterator which transliterate Devanagari , Kannada, Malayalam and Telugu scripts to one another. One needs to develop Transliterater which transliterates Major Languages of the World to one another. The better usage of transliterating software has to be thought of by academicians and educationalists.
Pronunciation Dictionary and Pronunciation Tutors:
Software’s (like NativeAccent, SRI's licensable EduSpeak, Cambridge research, Auralog's pronunciation tutor) that can give pronunciation scores can be wired up to Electronic Pronunciation dictionaries can make great Language teaching tool. There are many Pronunciation dictionaries available for many western languages; in the context of Indian Languages LDC-IL is developing Electronic pronunciation dictionary for 15 Languages for 5000 most frequent words in each of the language. It would be nice if software which can give pronunciation scores could give specific feedback on how to change articulator use (e.g., stick lips out more/less) or could identify phone switches (e.g., substitution of one vowel for another). This could be useful when drilling on a particular word/phrase and for identifying student weaknesses and creating targeted exercises.
Future Directions:
Computer assisted composition and computer assisted education and evaluation cannot be far off. However we are only looking at a small number of educational possibilities through Software, many are yet to be thought of. India is a multicultural multilingual nation and being the global leader in software development it is high time to amalgamate both the fields for the betterment of society and understanding.
Conclusion:
Computer will play an increasing role in future applications of electronics to the education of Languages. Clearly all of the components are there; a large base of computer literate personnel coupled with falling hardware prices. Talented Software Engineers and more flow of money into the field of Software development for education The increased availability of hardware and the large number of computer literate people to operate them cannot help but find applications in every field of life, including Language education.
Reference:
[1] Hakikur Rahman, SDNP, Bangladesh Interactive Multimedia Technologies for Distance Education Systems - Introduction, Background, Main Focus, Future Trends, Conclusion; http://encyclopedia.jrank.org/articles/pages/6638/Interactive-Multimedia-Technologies-for-Distance-Education-Systems.html#ixzz1C9a00APQ
[2] Orlando R. Kelm 1996, University of Texas, Austin. The application of Computer Networking in Foreign Language Education: Foucusing on principles of Second Language Acquisition; (pp 19) Telecollaboration in foreign language learning;University of Hawaii at Manoa. Second Language Teaching & Curriculum Center - 1996
[2] Kavi Narayana Murthy. 2006. Natural Language Processing : An Information Access Perspective . New Delhi: Ess Ess Publications
[3] Samar Sinha 2011. वर्ण मन्थ्न-गन्थ्न (A causerie on churning of speech sounds), NEILS 6 Conference, Tezpur University, Tezpur, Assam 31 Jan - 2 Feb, 2011
[4] Ammar Merhbi 2009. Corpus Linguistics, Concordance and Data-Driven Learning: An innovative Language Teaching Approach!
http://call4teachers.blogspot.com/2009/08/corpus-linguistics-concordance-and-data.html
2