Abstract
According to the law of causality, nothing happens in isolation. This is particularly perceptible when it comes to examining CALL and its impact on the TESOL classroom. In order to appreciate the rise of CALL as a pedagogical tool, with particular reference to its application to teaching listening and speaking skills, it is pragmatic to look at some of the fundamental – and occasionally overlooked – contributing factors which so deftly shaped its beginnings. As such, a number of key historical and social circumstances stand out and will be discussed, specifically in relation to the advent of digital acoustics and the long-term use of audio in language pedagogy. The primary focus of this chapter will be on the sounds of English; both listening and speaking arise together in natural communication and teaching contexts through their shared medium: sound. As listening and speaking skills are rarely employed in isolation, often used and therefore taught in tandem, they will be regarded here as integrated skills. The CALL tools selected for discussion are primarily those aimed at oral/aural integrated skills instruction. This chapter seeks to explore CALL resources which have the potential to provide authentic and sociolinguistically relevant learning opportunities for those who wish to communicate using the medium of global conversation: the English language.
Original language | English |
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Title of host publication | The Routledge Handbook of Language Learning and Technology |
Publisher | Taylor and Francis |
Pages | 491-508 |
Number of pages | 18 |
ISBN (Electronic) | 9781317329428 |
ISBN (Print) | 9780415837873 |
DOIs | |
Publication status | Published - 1 Jan 2016 |