THE USE OF TECHNOLOGY FOR SECOND LANGUAGE LEARNING AND TEACHING

Name  : Danang Sigit W.                                           Subject: Medium of Language Teaching

NIM    : 113 – 13 – 065   ( E Class )                           Lecturer : M. Nazil Iqdami, S.Pd.i.

The Use of Technology for Second Language Learning and Teaching: A Retrospective

Author(s): M. Rafael Salaberry

Source: The Modern Language Journal

 

At the end of that century, it seems appropriate to look back at the numerous technological innovations that have substantially changed the scene where L2 instruction takes place. It seems that new technologies-revolutionary are normally regarded as revolutionary from a pedagogical standpoint as well.  It has been exampled by such an audiovisual technology such as television, telephone, radio, or filmstrip.

In teaching device, there two kinds of influencable devides which can be applied in learning, such as conventional and unconventional teaching tools. The former,  Pond (1963) described the use of blackboards and overhead projectors. The rest, it has been provided, for instance, the audio-active voice reflector, the spectrograph.

Referring to language lab, it has both side of point of view which positively Angelis (1973) stated that language labs “can be used to advantage in learning to hear what are usually difficult sounds or sound sequences” (p. 104). On the contrary, it negatively and poorly produced commercial tapes, insufficient effort to make structural drills meaningful, selection of materials without learner appeal, lack of programs for advanced students, and little faculty involvement

Technology provides a useful background for future studies in the area of research and pedagogy. Whereas most “new technologies” (radio, television, VCR, computers) may have been revolutionary in the overall context of human interaction, it is not clear whether they have achieved parallel degrees of pedagogical benefit in the realm of L2 teaching.