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ED416668.Pdf DOCUMENT RESUME ED 416 668 FL 021 801 TITLE Pluridicta, Numbers 1-27. INSTITUTION Odense Univ. (Denmark). ISSN ISSN-0902-2406 PUB DATE 1993-00-00 NOTE 914p. AVAILABLE FROM Center for Fremmedsprogspaedagogik, OdenseUniversity, Campusvej 55, 5230 Odense M, Denmark. PUB TYPE Collected Works - Serials (022) LANGUAGE Danish JOURNAL CIT Pluridicta; n1-27 EDRS PRICE MF06/PC37 Plus Postage. DESCRIPTORS Adults; Business Communication; CulturalDifferences; Danish; *Discourse Analysis; Dutch;English for Special Purposes; Foreign Countries; German; Immigrants; Interlanguage; Language Planning;Language Processing; Languages for Special Purposes; LearningStrategies; Mnemonics; Oral Language; Paralinguistics;Persuasive Discourse; Poetry; Prose; *SecondLanguage Instruction; Second Language Learning; Spanish; SpeechActs; Translation; Uncommonly Taught Languages; Verbs;Vocabulary Development IDENTIFIERS Communication Strategies ABSTRACT The following titles are included: (1) "Computer in Porign La.L.guage instruction "; (2) "Two Sides of the Same Coin: Proseand Poetry in Translation"; (3)"Notions of Culture in Foreign LanguageDepartments in Different Countries"; (4) "Developing Materials for Teaching Danishto Adult Immigrants"; (5) "Conversational Strategies in Expressive,Commissive, and Direct Speech Acts: A Pragmatic Discourse Analysis Model"; (6) "Analysis of Learner Questions and Question-OrientedGrammar Instruction"; (7) "Communication Processes and Strategiesin German as a Foreign Language:Two Danish Students' Descriptions of Pictures";(8) "Foreign Language and Institutional History"; (9) "Language Planning and Social Control"; (10) "Innateness and Language Acquisition";(11) "Towards a Definition.of Negotiation with Specific Referenceto Business Negotiations"; (12) "Negotiation Play"; (13) "Word Searching and Word Explanationin Non-Directed Foreign Language Interaction"; (14)"An Exploratory Needs Analysis ofDutch in Danish Films"; (15) "Cognition, Acquisition, and L2 LinguisticKnowledge and Ability"; (16) "Learning Strategies in FLVocabulary Learning: The Use of Mnemonics"; (17)"The Interactive Basic cf OralCommunicative Competence"; (18) "Gambits in Spanish InteractiveDiscourse"; (19)"The Finnish Foreign Language Diploma for Professional Purposes"; (20) "How Specific Should English for Business Purposes Be?";(21) "Indirectness as InternalSpeech Act Modification"; (22) "Lexical Search Strategies in Translation"; (23) "Paralinguistic Analysis of Internaland External Speech Act Modification"; (24) "Neural Network Acquisition ofVerbs"; (25)"Two Papers in Foreign Language Pedagogy"; (26) "Initiative and Response: An Analysisof Conversation Structures in German InterlanguageInterviews"; and (27) "Expression categories in Discourse Analysis."(VWL) ******************************************************************************** "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) ...This document has been reproduced as received from the Person or Organization originating it. O Minor changes have been made to improve reproduction Quality. Points of view or opinions staled in this dour TO THE EDUCATIONAL RESOURCES ment do not necessarily represent official INFORMATION CENTER (ERIC." OERI position or policy. JOHANNES WAGNER a COMPUTER IR FRICRDSPIIACHENUNTERRICHT oaaaarisaaa Pluridicta informerer ure- gelmmssigt omforsknings- og udviklingsaktiviteter ved Center for Premed- sprogspadagogik, Odense Universitet. Pluridicta har som sit for- mAl at cirkulere artikler, diskussionsoplmg ogprm- publikationer til bladets abonnenter. Pluridicta stAr Abent for centrets medlemmer og gas - ter. Pluridicta udsendes gratis BEST COPY A\NLABLE 1 Johannes Wagner Computer im Fremdsprachenunterrichtl 1. Einleitende Bemerkungen 2 2. Status quo 3 2.1 Mainframe Maschinen 3 2.2 Computer im Klassenzimmer: Homecomputer bay?. PC 5 3. Zentrale Probleme flir die Entwicklungvon CALL 9 4. Phasen der Entwicklung im Software Bereich 11 5. EntwicklungsmOglichkeiten 13 Literaturverzeichnis 15 1 Dieser Artikel erscheint inUberarbeiteter Form in Zielsprache Deutsch 1987. BEST COPY AWV LAKE 4 2 1. Einleitende Bemerkungen Mit dem Computer hat die technische Entwicklung eines neuen Mediums die Fremdsprachendidaktik fast Oberrollt. Die Einfuh- rung des Computers in den Schulunterricht geschieht unter dem massiven Druck der Industrie, die ihre Produkte verkaufen will, von Schulbehorden, die von Politikern bedrangt werden, von Eltern, die ihre Kinder mit den neuesten Medien vertraut wissen wollen und von Computerfreaks unter den Lehrern, die endlich ihren immensen Zeitaufwand bei der Entwicklung von Programmen Eh' ihre Kollegen sichtbar machen wollen. Selbst- .verstandlich drangen auch die Schuler mit ihrer noch ungebro- chenen Motivation am Bildschirm zu arbeiten In dieser Situation, in der Innovationen von politischer und administrativer Seite, sowie von den Unterrichteten gefordert werden, bleibt Wenig Zeit fOr didaktische Diskussionen. Ent - sprechend liegt das Gewicht der Beitrage zum computergestutz- 'ten Unterricht auch mehr auf dem wie und weniger auf dem was. Die zahlreicher werdenden Veroffentlichungen zum Thema spie- geln eine rasante Entwicklung. Diskutiert werden Programmty- pen, Obungstypen, Fehlerkontrolle und Feedback aufSchiiler- antworten, aber selten der didaktische Rahmen, in dem dieser Unterricht stattfinden soil. Entsprechend selten findet man didaktische Phantasie und Kreativitat (eine erwahnenswerte Ausnahme sind die Arbeiten des britischen CALL2-Spezialisten Higgins, vgl. Literaturverzeichnis). Um zu vermeiden, dass das Medium (wieder einmal) den Unter- richt bestimmt, will ich seinen potentiellen Platz im Unter- richt genauer bestimmen, und zwar ausgehend vom Diskussions- stand der Fremdsprachendidaktik und nicht von den vorgebli- chen Sachzwangen, die das Medium seinen Benutzern aufdrangt. 2 Ich will i.F. das Sigel CALL fiir computergestUtzten Unterricht verwenden und damit an die britische Tradition anschliessen. Diese Bezeichnung scheint im europaischen Be- reich Oblicher zu sein als die amerikanische Entsprechung CALI. 5 BESTCOPY AVMLA3LE 3 Ich will deshalb CALL unter zwei Fragestellungendiskutieren: Wie ist der Status quo, d.h. was gibtes an zuganglichen Pro- grammen in diesem Bereich. Dabei werde ich als Mate- rialgrundlage vor allem mir zugangliche Veroffentlich- ungen verwenden. Ein gewisser Anachronismus ist dabei nicht zu vermeiden, denn bei der rasantenEntwicklung im Hard- und Software-Bereich kommen traditionelleof- fentlichkeitsformen wie Fachzeitschriften3nur schlecht mit. Welche Moglichkeiten lassen sich zur Zeit fUrden Einsatz von Computern im Fremdsprachenunterricht absehen? Anders gefragt: Schopfen die oben behandelten Programmedas Potential des Computers im Unterricht vollaus? Wel- che realistischen Erwartungen kann man fUr dienahe Zukunft stellen? 2. Status quo 2.1 Mainframe Maschinen Die ersten Versuche4 mit Computern im Fremdsprachenunterricht liegen - entsprechend der technischen Entwicklung- im Be- reich der grossen Computer, der Mainframes. Hier sind zwei verschiedene Richtungen zu unterscheiden. Einmalexperimen- telle Programme aus der Pionierzeit der Computerei,als noch keine kleineren Maschinen zur VerfUgungstanden. Diese frUhen vor allem Ubersetzungs- und wortschatzorientiertePro- gramme sind stark von ihren experimentellen Pr&missen her bestimmt und dienen der Untersuchung, obman "so etwas" Uber- haupt machen kann. Daneben gibt es einen zweiteninteressan- teren Zweig, bei dem man ein Mainframe-System gezieltfur 3 Die ZeitschriftCALICO ist auf den Bereich CALL spezi- alisiert. Auch die Zeitschrift SYSTEM enthaltregelmassig relevante Artikel fiber dieses Gebiet. 4 Vgl. G.Holmes/M.Kidd 1982. BEST COPY AVAILABLE' 4 Unterrichtszwecke ausgebaut hat. Das Paradebeispiel ist das kommerzielle PLATO System5. PLATO arbeitet im Regelfall mit einem intelligenten Terminal, das einen beriihrungsempfindli- chen Schirm hat und fiber ein Modem an einen grossen Computer angeschlossen ist. Lehrer kOnnen Unterrichtsmaterial fur das System entwickeln und in der systemeigenen Programmierungs- sprache TUTOR schreiben. Wenn Unterrichtsmaterial erst einmal in der Maschine liegt, ist es anderen an das System ange- schlossenen Benutzern zuganglich. Meine Wissens liegen keine didaktische Konzeption vor, die einen gemeinsamen Nenner fur die Lehrer abgeben konnte, wel- che CALL-Lektionen fiir PLATO entwickeln. Diese Beliebigkeit in der Materialherstellung zeigt, dass mit dem PLATO-System kein koharentes didaktisches Konzept verbunden ist. PLATO sammelt sehr heterogenes Unterrichtsmaterial, dessen einziger gemeinsamer Nenner zu sein scheint, dass ein Computer filr Unterrichtszwecke benutzt wird. Nun liegt der Schwerpunkt der PLATO Software allerdings auch nicht im Bereich des Fremdsprachenunterrichtes, sondern auf anderen Gebieten: vom vorschulischen Lernen, bei dem der berUhrungsempfindliche Schirm besonders sinnvoll ist, reicht die vorhandene Software bis zu Technik und hoherer Mathematik. R.Schmidt (Schmidt 1983) hat in einer Rezension 39 Englisch als Fremdsprachelektionen behandelt. Dabei handelt es sich um Grammatikstunden aus einem Block von 124 Stunden, die an der Universitat von Illinois entwickelt worden sind. Die Programme sind wahrend einer zehnjahrigen Periode entwickelt worden. Sie spiegeln eher die Didaktik der letzten 10 Jahre wieder als ein virtuoses Umgehen mit dem Medium Computer. Schmidts Kritikpunkte an PLATO sind
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