Dr. Abdullah Al Fraidan

70 Pages·2014·2.38 MB·English

by  اغتراب الحروف

Instructor : Dr. Abdullah Al Fraidan

Done By : aneen – susan – shorokee
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Lecture 1
CALL, NLP, Corpus Linguistics
طٞذسًٞ شح٣ٞـُِج ، ٚ٣ٞـُِج ٚ٤رظؼُج سؿٓشرُج ،CALL

What is CALL?
CALL = Computer Assisted/Aided Language Learning.
ةدعاسملاب ةغللا ملعت / رتوٌبمكلا ةدعاسمب
For the purposes of this course we take CALL to embrace any computer software that is usable in
some way to help language learners, whether intended for that purpose or not, and whether directly
used by them, or used by someone else to create a conventional material (e.g. a coursebook) which
learners use.
دوصقملا ءاوس ،ةغللا ًملعتم ةدعاسم ًف ضعبلل ةلٌسو اهمادختسا نكمٌ ًتلا رتوٌبمكلا جمارب يأ ًنبتل CALL ذخأن هرودلا هذه ضارغلأ
لاثملا لٌبس ىلع( ةٌدٌلقتلا داوملا ءاشنلإ رخآ صخش لبق نم اهمادختسا وأ ، ةرشابم اهمدختسا ءاوسو ،لا مأ ضرغلا اذهل
.نٌملعتملا اهمدختسٌ ًتلاcoursebook)

Though the acronym “CALL” implies a limitation to language learning, we do not, as some do,
distinguish that from computer aided language acquisition (CASLA).
ىلع بوساحلا ةدعاسمب زٌٌمتلا نم ،ضعبلا لعفٌ امك ،كلذ لعفن مل ،ةغللا ملعتل دوٌق دوجو ًنعٌ"CALL" راصتخا نأ نم مغرلا ىلع
. (CASLA) ةغللا باستكا
And we include in our scope language use by learners, and of course language teaching.
. تاغللا سٌردت اعبطو نٌملعتملا لبق نم انتغل لاجم مادختسا ًف جردت انٌدل نحنو
Computer aided language testing (CALT) is often discussed separately from CALL, and for various
reasons will not be much focused on in this course (lack of time and lack of the software!).
اهٌلع زكرن نل ةفلتخم بابسلأ كلذو ،CALL نع لصفنم لكشب(CALT) ةغللا رابتخا رتوٌبمكلا ةدعاسمب شاقن متٌ ناٌحلاا نم رٌثك ًف
)!جمانربلا دوجو مدعو تقولا قٌض(ةرودلا هذه ًف ارٌثك
We are also excluding use of computers in AL and ELT research in general (CASLR), and in the
learning of linguistics rather than language (though there is an unclear borderline here, as much
language teaching involves teaching about language, especially grammar, or raising awareness of
language forms, and so resembles simple linguistics).

ةغللا نم لادب تاٌوغللا ملعتو ، (CASLR) امومع ةٌزٌلجنلإا ةغللا سٌردت ثوحبو ةعماجلا ًف ًللآا بساحلا مادختسا ءانثتساب اضٌأ نحن.
ًف ًعولا ىوتسم عفر وأ وحنلا ةصاخو ، ةغللا نأشب سٌردتلا لمشٌ ةغللا سٌردت ردقب ، ةحضاو رٌغ انه دودحلا دوجو نم مغرلا ىلع(
.)ةطٌسبلا ةغللا ملع هبشٌ كلذو ،ةغللا لاكشأ

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There are many other acronyms and terms around with broader scope than CALL, or scope
overlapping with CALL. They refer to areas of theory and research which have implications for CALL
: e.g. CAL, CAI, CBE, TELL, Telematics, HCI, AI, NLP, Corpus Linguistics. On these neighbouring areas
see Chapelle 2001 ch2 and Levy 1997 ch3 and pp77-82.
تلااجم ىلإ رٌشت اهنأ CALL عم لخادتلا لاجم وأ CALL نم عسوأ قاطن لوح ىرخلأا تاحلطصملاو تارصتخملا نم دٌدعلا كانه
CALL ىلع راثآ اهل ًتلا ثوحبلاو ةٌرظنلا
CALL 'tasks' include what may be otherwise referred to as games, exercises, activities, materials,
even tests, and just 'ordinary use' of facilities like word processing. Sometimes they are fully
determined by the program, sometimes they are largely in the hands of the teacher or learner using
the software. They may be done in class or at home, etc.
ًف طقف' يداعلا مادختسلاا' و ،تارابتخلاا ىتح ،داوملاو ةطشنلأاو نٌرامتلاو باعللأاك هٌلا ةراشلإا مت دق ام لاا' ماهملا' لمشتو CALL
ملعتملا وأ ملعملا دٌ نٌب رٌبك دح ىلإ ددحت اهنا اناٌحأو ،جمانربلا ةطساوب لماكلاب اهدٌدحت متٌ اناٌحأ. صوصنلا ةجلاعم لثم قفارملا
خلا ،لزنملا ًف وأ فصلا ًف هب ماٌقلا نكمٌو. تاٌجمربلا مادختساب
Thinking about CALL means thinking about many of the same things one considers when thinking
about 'materials' for language learning/teaching (coursebooks, visual aids like posters or videos, pen
and paper exercises, dictionaries etc.).
،ةٌساردلا بتكلا( ةغللا سٌردت/ ملعتل ' داوملا' ًف رٌكفتلا دنع رابتعلااب ذخلااو اهسفن ءاٌشلأا نم دٌدعلا ًف رٌكفتلا ًنعت CALL ًف رٌكفتلا
.)اهرٌغو سٌماوقلاو نٌرامت ةقرولاو ملقلاو ،وٌدٌفلا ةطرشأ وأ تاقصلملا لثم ةٌرصبلا لباسولاو
Both involve something physical that teachers and learners use alongside a teaching method,
syllabus etc. in a taught program OR which may be just used independently by the learner. Both have
to be bought (or pirated).

نكمٌ وأ سٌردتلا جمانرب ًف خلا جهنملا ،سٌردتلا ةقٌرط عم بنج ىلا ابنج اهنومدختسٌ ٖ٤ِٔؼطُٔجٝ ٖ٤ِٔؼُٔج ٕجٝ ١دحٓ ٢ش ٖٔؼطض حًِٜ
) هنصرقلا ( وا ءارشلا بجٌ ءاوس دح ىلع .ملعملا لبق نم لقتسم لكشب طقف مدختست نا

Both have a tangible form, but at the same time when exploited form part of a less tangible 'task' or
the like. This parallel leads us to the conclusion that there are three main areas of concern (see
Hubbard 1996 in ed. Pennington The Power of CALL for a fuller exposition, attempting to
relate this to the Richards and Rodgers framework for analysing teaching methods):
٠ُج حٗدٞو٣ ١صجٞطُحذ جزٛ . يُر ٚذحشحٓ ٝج "ُٜٚٔٔج" ٖٓ حعِٞٔٓ َهج جءضؾ َـطغض حٔ٘٤ق ٚغلٗ صهُٞج ٢ك ٌُٖٝ حعِٞٔٓ لاٌش ْٜ٣ذُ ٖٓ لاً
ّحٔطٛلاُ ٚ٤غ٤تس شلاحؿٓ ظلاغ ىح٘ٛ ٕج ٙدحلٓ ؼحط٘طعج
هعبطلا ًف Hubbard 1996 ةرظن-1
َٔشج عشؼُ CALLـُج زٞه Pennington -2
Richards and Rodgers ٠ُج جزٛ ؾذشُ ُٚٝحكٓٝ ظ٣سذطُج مشؽ َ٤ِكطُ سحؽج-:
1) Development/creation. I.e. the principles and processes of writing software or authoring new
materials within some existing software (Cf. Chapelle 2001 p166ff, and Levy 1997 ch4 onwards (esp.
p104-108), for concepts rather than practicalities). Compare materials development, course book
writing.
Chapelle 2001 عجار ( ةدوجوملا جماربلا ضعب نمض ةدٌدج داوم فٌلأت وأ جماربلا ةباتك تاٌلمعو ئدابم يأ. قلخلا / رٌوطت) -1
هباتك ةرود ، داوملا ةٌمنت نراق . ) هٌلمعلا روملاا نم لادب مٌهافمل Levy 1997 ch4 onwards (esp. p104-108), ٝ p166ff,
.باتكلا

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2) Use/implementation. I.e. how teachers use software with their learners (in or out of class,
individually or in groups, for what sort of tasks, integrated with other aspects of the teaching-
learning process or not, etc. etc.)… and how the learners use the software (which may be differently
from how the teacher plans, or indeed entirely independently of school), their processes and
strategies. Compare discussion of the role of materials like coursebooks or tapes in a course,
different 'task types' they can be involved in, learner use of materials like dictionaries or cribs out of
class unknown to the teacher etc… (Levy 1997 Ch4 onwards touches on ideas about Use repeatedly,
esp p100-103; Jones and Fortescue ch14 old but practical)

ًف وأ يدرف لكشب ،فصلا جراخ وأ لخاد( نٌملعتملا عم نٌملعملاب هصاخلا تاٌجمربلا مادختسا ةفٌك يأ : ذٌفنتلا / مادختسلاا -2
)خلا خلا ،لا مأ ملعتلاو مٌلعتلا ةٌلمع بناوج نم اهرٌغ عم ةلماكتمو ،ماهملا نم ون يلأ ،تاعومجم
تاٌلمعلاو ) هسردملا نع لقتسم لكشب ىتح وا، ملعملا ططخ هٌفٌك نع هفلتخم نوكت دق ًتلا ( تاٌجمربلل نٌملعتملا مادختسا ةٌفٌكو
. تاٌجٌتارتسلااو
ملعتملا مادختساو ، هٌف كراشت نأ نكمٌ ًتلا ةفلتخملا" ماهملا اونأ" ، لصفلا ًف ةطرشلأا وأ ةٌساردلا بتكلا لثم داوملا رود ةشقانم نراق
خلا... ملعملا ىدل ةفورعم رٌغ ةبف نم ةرسأ وأ سٌماوقلا لثم داوم نم
… (Levy 1997 Ch4 ،ارركتم لكشب اهمادختسا لوح راكفلأا ًف تاسمللا ادعاصف, esp p100-103; Jones and Fortescue
ch14 ٚ٤ِٔػ ٌُٖٝ ٚٔ٣ذه)

3) Evaluation. I.e. how to decide what is good or bad software…. including inevitably considering
what is a good or bad use of the software. Compare materials evaluation. (Chapelle 2001 Ch3).
مٌٌقت ةنراقم. جمانربلل اٌسلا وأ دٌجلا مادختسلاا وه ام ةلاحم لا رظنلا كلذ ًف امب.... ةبٌس وأ ةدٌج جماربلا ًه ام دٌدحت ةٌفٌك يأ : ْ٤٤وطُج
)2001 Ch3 لٌباش. )داوملا

HISTORY OF CALL
CALL ٖػ ٚ٤خ٣سحض سكُٔ
In terms of the development of hardware, program types, relation to ideas about language learning
and teaching... This is filled out in class. See also Chapelle 2001 ch1 and Levy 1997 ch2 and the online
http://www.history-of-call.org/
. See also قظُج ٢ك حؾسحخ جزٛ ةِٓ ... سـُِج ظ٣سذضٝ ْ٤ِؼض ٍٞق سحٌكلأحذ نِؼط٣ حٔ٤ك ؽٓجشرُج عجٞٗأٝ ، زضٜؾلاج ش٣ٞطض س٤قحٗ ٖٓ
Chapelle 2001 ch1 and Levy 1997 ch2 and the online http://www.history-of-call.org/
- The computer-as-big-as-a-room era. Entire courses like that of PLATO organised at a few
universities. Audio-lingualism.
ٚ٣ٞـُِج س٤ؼٔغُج شحؼٓحؿُج ٢ك َ٤ِه دذػ ٢ك َ٤روُج جزٛ ٖٓ حًِٜٔأذ شجسٝذُج ٕٞؽلاكج ْظٗ ٚكشـُج ْؿكذ ش٤رٌُج شضٞ٤رٌُٔج ٖٓص
- The arrival of the home/school computer (Sinclair, Apple, BBC). CALL tasks as ancillary, and
produced by many small publishers such as WIDA and even teacher enthusiasts. Attempts to fit it in
with the Communicative approach.
لثم راغصلا نٌرشانلا نم دٌدعلاب اهجتنت ًتلاو هدعاسملاCALL ماهم )ًس ًب ًب ،لبأو ،رٌلكنس( هسردملا / لزنملل رتوٌبمكلا لوصو
ًلصاوتلا جهنملا عم بسانتت اهنلا تلاواحملا. نٌسمحتملا نٌملعملا ىتح وWIDA
- The era of the powerful PC (and Mac). Professionalisation of software writing but lack of transfer of
much software from earlier platforms.
.هقباس راكفأ نع جماربلا نم رٌثكلا لقن دوجو مدع نكلو جماربلا ةباتك ًف ةٌفارتحا MAC و يوق PC رصع

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-PC + CD, multimedia. Software out of the hands of teachers, largely audio-lingual in mode. New
attempts at entire courses.
اهلمكأب تارود ًف ةدٌدج تلاواحم ، هٌتوصلا هغللا طمن ًف رٌبك دح ىلا ، نٌملعتملا يدٌا نم جمارب ، هددعتملا طباسولاوPC + CD
- The era of the Internet. Teacher as selector. Learner-centred.
ِْؼطُٔج ٠ِػ ٙضًشٓ . سحطخُٔحً ِْؼُٔج . صٗشطٗلاج شظػ
- The future: convergence of media and ‘omnimedia’
"ح٣ذ٤ٔ٤٘ٓلاج"ٝ ّلاػلاج َتحعٝ ؽٓد: َروطغُٔج
- Social networking?
؟ س٤ػحٔطؾلاج شحٌرشُج

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Lecture 2
UUEG Software (Azar Interactive)
)٢ِػحلطُج سجصحػ( شح٤ؿٓشرُجUUEG
UUEG Software
http://www.azarinteractiveonline.com/tour/
Evaluation of UUEG
ْ٤٤وضUUEG
Before beginning the evaluation itself, it is necessary to give a brief description of the
software,
،ؽٓحٗشرُِ جضؾٞٓ حلطٝ ءحطػج ١سٝشؼُج ٖٔك ،ٚغلٗ ْ٤٤وطُج ٢ك ءذرُج َره
which is based on Betty Azar's book (2009).
.)9002( سجصحػ ٢ط٤ذ خحطً ٠ِػ ّٞو٣ ١زُج

Due to space restriction, I will only provide an analysis of just one chapter of the book with
intercepted description of the methods used in implementing the software in classroom.
سٓذخطغُٔج د٤ُحعلأج ٖٓ حٜػجشطػج قطٝ غٓ خحطٌُج ٖٓ ؾوك ذقجٝ َظلُ لا٤ِكض ؾوك شكٞض فٞعٝ ،سقحغُٔج ذ٤٤وض درغذ
.س٤عجسذُج ٍٞظلُج ٢ك ؽٓحٗشرُج ز٤ل٘ض ٢ك
The analysed chapter is divided into four parts, each focusing on the following tenses: the
present perfect, the present perfect progressive, the past perfect, and the past perfect
progressive.
،٢ؿ٣سذطُج ّحطُج شػحكُج ،ّحطُج شػحكُج :س٤ُحطُج ٚ٘ٓصلاأ ٠ِػ حٜ٘ٓ ًَ ضًش٣ ،حِٜ٤ِكض ءجضؾأ سؼذسأ ٠ُئ َظلُج جزٛ ْغو٘٣ٝ
.٢ؿ٣سذطُج ّحطُج ٢ػحُٔجٝ ،ّحطُج ٢ػحُٔجٝ

Each section includes several quizzes, exercises and one crossword game, and these are
followed by three main tasks covering listening, speaking and reading comprehension
(named by myself). To finish, there is a test that enables students to assess their
achievements.
٢طـض س٤غ٤تس ّحٜٓ ظلاغ َره ٙزٛ عحرضج ْط٣ٝ ، سؼؽحوطُٔج شحٌُِٔج سرؼُ ذقجٝ شحر٣سذض ،شحوذحغٓ زذػ ْغه ًَ ٖٔؼط٣ٝ
.ْٜضجصحؿٗئ ْ٤٤وض ٖٓ خلاطُج ٌٖٔ٣ ١زُج سحرطخلاج ىح٘ٛ ،س٣حُٜ٘ج ٠طقٝ .)٢غل٘ذ ٚ٤ٔعج( ْٜلُجٝ زءجشوُجٝ ظذكطُجٝ عحٔطعلاج

Evaluation of UUEG
Analytically speaking, the chapter follows Ur’s framework (1988) for teaching grammar:
presentation, explanation, practice, and test. The chapter starts with a preview of the
tense, comparing it to, and/or contrasting it with, similar tenses – a method that is claimed
to be effective by Walker (1967).
،سعسحُٔٔجٝ ،ـشش ،٢ٔ٣ذوطُج عشؼُج :ٞكُ٘ج ظ٣سذطُ )8211( سٝلا َٔػ ٢ك سحؽلإج َظلُج ٢ِ٣ حٔ٤ك، ٌِْطٗ ح٤ِ٤ِكض
.سحرطخلاجٝ
حًٔ ٍحؼك ٌٕٞ٣ ١زُج خِٞعلأج ٞٛٝ - سِغحٔٓ ٚ٘ٓصأ غٓ سؼهح٘طُٔج ٝأ / حٜطٗسحوٓٝ ،ٚ٘ٓصلاُ س٘٣حؼٓ غٓ َظلُج جزٛ أذر٣ٝ
.)82=1( شًٝٝ ٠ػدج

Learners can either read or listen to the preview before examining a chart that exemplifies
the tense.
س٘ٓصلأج ِٚػٔ٣ ١زُج ؾطخُٔج ٍحٔطقج طسد َره س٘٣حؼُٔج ٠ُئ عحٔطعلاج ٝأ زءجشوُج حٓئ ٌْٜ٘ٔ٣ ٖ٤ِٔؼطُٔج

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Following this, students are presented with a range of nearly all the typical mechanical
drills, such as gap filling, error recognition, cloze, and multiple choices.
،زٞؿلُج ءَٓ َػٓ ،حر٣شوض س٤ؾرٞٔٗ س٤ٌ٤ٗحٌ٤ُٔج شحر٣سذطُج سكحً ٖٓ سػٞٔؿٓ غٓ خلاطُج عشػ ْط٣ ،يُر خحوػأ ٢كٝ
.زدذؼطٓ شجسح٤خٝ ،سحرطخج ،أطخُج ٠ِػ فشؼطُجٝ
Some of the quizzes come with animated pictures, and the exercises are represented in a
linear progression – i.e. they become more difficult as the students advance.
سذٞؼط شػًأ فرظض حٜٗأ ١أ - ٢طخُج ّذوطُج ٢ك شجسٝحُ٘ٔج ٙزٛ َ٤ػٔض ْط٣ٝ ،سًشكطُٔج سٞظُج غٓ ٢ضأض شجسحرطخلاج غؼذ
.خلاطُج ّذوض حًٔ

I would consider some of these exercises to be preparatory activities for the main tasks; for
example, exercise 11 (Fig.1) prepares the students for the speaking task in exercise 16
(Fig.2).
)(Fig.1) 88 سعسحٔٓ ، َ٤رع ٠ِػ ،س٤غ٤تشُج ّحُِٜٔ س٣ش٤ؼكطُج سطشٗلأج ٌٕٞض ٕأ ٖ٣سحٔطُج ٙزٛ ٖٓ غؼذ شظ٘ض ٕأ دٝأٝ
)Fig.2) 8=ٖ٣شٔض ٢ك ٌِْطُج سعسحٔٓ سُٜٔٔ خلاطُج ذؼطغ٣
Within the program there are five main buttons located at the top of every page. These are
made up of
‘outline’ (which outlines the whole chapter in detail),
‘report’ (enabling students to check their progress after each step), ‘glossary’, ‘help’ (where
learners find help topics), and
‘contents’.
ٖٓ ٙزٛ ٌٕٞطضٝ .سكلط ًَ ٖٓ ١ِٞؼُج ءضؿُج ٢ك غو٣ ٢غ٤تشُج سجسصأ سغٔخ ىح٘ٛ ؽٓحٗشرُج ٖٔػ
،)َ٤طحلطُج ٢ك َٓحً َظك دذك٣ ١زُج( 'ؾطخٓ'
،)زٞطخ ًَ ذؼذ ٙصشكض ١زُج ّذوطُج ٖٓ نوكطُِ خلاطُج ٖ٤ٌٔض( 'ش٣شوض'
،)شحٔ٤ِؼطُج شحػٞػٞٓ ٖ٤ِٔؼطُٔج ذؿض ع٤ق( 'زذػحغٓ' ،'ْؿؼٓ'
.' شح٣ٞطكٓ' ٝ

Evaluation of UUEG
The listening task suggests that students listen to the recording of an international
student’s experience before answering the corresponding questions. A transcript of the
dialogue is available.
علاؽلاج ٌٖٔ٣ .سِذحؤُج سِثعج ٠ِػ سذحؾلإج َره ح٤ُٝد دُحطُج سذشؿض َ٤ؿغض ٠ُئ خلاطُج غٔطغ٣ ٕأ عحٔطعلاج سٜٔٓ ـشطوض
.ـحطٓ ٞٛ سجٞكُج ضٗ ٠ِػ
In the speaking task (Fig.2) there is a 'record and compare' function that enables learners to
listen to a prompt before reiterating the sentences whilst recording their speech.
َ٤ؿغض ٖ٤ق ٢ك َٔؿُج سجشٌض َره ٚؾٞٓ ٠ُئ عحٔطعلاُ ٖ٤ِٔؼطُٔج ٌٖٔض ٢طُج سل٤ظٝ 'ٕسحهٝ َؿع' ىح٘ٛ( ظذكطُج ٜٚٔٓ ٢ك
ْٜٓلاً
This enables them to compare their recordings to those of the model. Transcripts of the
prompts and the model’s words are available, and it is possible to play both of the
recordings again and again.
ٖٓ ٚٗأٝ ،سقحطُٔج ؼرُِٞٔ٘ ٢ٛ شحٌُِٔجٝ شحرُحطُٔج ٖٓ شػحكٓ .ؼرُٞٔ٘ج ٖٓ يثُٝلأ ْٜضلا٤ؿغض سٗسحوٓ ُْٜ ف٤ط٣ جزٛٝ
.جسجشٌضٝ جسجشٓ شلا٤ؿغطُج ٖٓ لاً َ٤ـشض ٌُٖٔٔج

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The reading task comes in the form of a passage that includes some difficult hyperlinked
words. By clicking on each, there appears a pop-up window that is linked to the glossary
page.
سوػر٘ٓ ززكحٗ ًَ ٠ِػ شوُ٘ج ن٣شؽ ٖػ .ٚ٤ٗٝشطٌُج ِٚطُٞ سرؼظُج شحٌُِٔج غؼذ ٖٔؼط٣ زشوك ٌَش ٢ك ٢ضأ٣ زءجشوُج سٜٔٓ
.ٙدشغُٔج سكلظُج ٠ُئ ؾرضشٓ

This displays the word’s meaning along with a list of the other hyperlinked words, thus
allowing students to check the meaning of other vocabulary.
نوكطُِ خلاطُِ ـحٔغُج ٢ُحطُحذٝ ،ٟشخلأج ٚ٤ٗٝشطٌُلاج ِٚطُٞج شحًِٔ ٖٓ سٔتحه غٓ د٘ؾ ٠ُئ حر٘ؾ سٌُِٔج ٠٘ؼٓ عشؼ٣ جزٛ
..ٟشخلأج شجدشلُٔج ٠٘ؼٓ ٖٓ
Multiple-choice comprehension questions follow the passage.
.زشولُج غرضج شجسح٤خُج زدذؼطٓ ْٜلُج سِثعأ
The above outlines what the software suggests for each task. However, it was I ’s decision
to ask the students to discuss these undertakings in the specially-designed chat rooms,
thereby making each task more communicative.
٢ك ّحُٜٔج ٙزٛ سشهحُ٘ٔ خلاطُج ٖٓ دِط٣ ٕأ ٍٝلأج سشؤُج ٖٓ ٕحً ،يُر غٓٝ .سٜٔٓ ٌَُ ؽٓحٗشذ ـجشطهج فػٞ٣ نرع حٓ
.س٤ِطجٞض شػًأ سٜٔٓ ًَ َؼؿ٣ حٔٓ ،حظ٤ظخ سٔٔظٓ سشدسذُج فشؿ
I also decided to add further activities to each, and I discussed this idea later on in the
evaluation. In order to motivate the students, I offered bonus marks for those who
participate in the discussion and extra activities.
،خلاطُج ض٤لكض َؾأ ٖٓ .ْ٤٤وطُج ٢ك نقلا صهٝ ٢ك زشٌلُج ٙزٛ صشهحٗٝ ،ٌَُج ٠ُئ سطشٗلأج ٖٓ ذ٣ضُٔج سكحػئ حؼ٣أ شسشه
.س٤كحػلإج سطشٗلأجٝ سشهحُ٘ٔج ٢ك ًٕٞسحش٣ ٖ٣زُج يثُٝلأ شحٓلاػ زأكحٌٓ صػشػ ذه صً٘ٝ

Chapelle (2001) evaluation scheme
ْ٤٤وطُج ؾطخٓ )9008( َ٤ذحش
For the purpose of this evaluation, it will be useful to begin with an outline of Chapelle’s
Scheme (2001).
َ٤ذحش ؾطخُِٔ سؼ٣شؼُج ؽٞطخُج غٓ أذرض ٕأ ذ٤لُٔج ٖٓ ٌٕٞ٣ فٞعٝ ،ْ٤٤وطُج جزٛ عشـُ
Chapelle argues that CALL evaluation should be carried out using the theories of second
language acquisition.
There are two stages in her scheme: judgmental and empirical.
.س٤ٗحػُج سـُِج خحغطًج شح٣شظٗ ّجذخطعحذ ْ٤٤وض حٛرحخضج ٖ٤ؼط٣ CALL َ٤ذحش صقشطهج
.س٤ر٣شؿطُجٝ س٤ٌٔق :حُٜ ؾطخٓ ٢ك ٖ٤طِقشٓ ىح٘ٛ
In the judgmental stage, Chapelle (2001) analyses the software using two levels: the
program and the teacher.
.ِْؼُٔجٝ ؽٓحٗشرُج :ٖ٤٣ٞطغٓ ّجذخطعحذ ؽٓجشرُج َِكض )9008( َ٤ذحش ،س٤ٌٔكُج سِقشُٔج ٢ك
In other words, she considers what learning conditions are set out by the software and
what the teacher plans to do with the program respectively.
٠ِػ ؽٓحٗشرُج غٓ ّح٤وُِ ِْؼُٔج ؾطخ ٢ٛ حٓٝ ؽٓحٗشرُج َره ٖٓ ِْؼطُج فٝشظ ٖ٤٤ؼض ْط٣ حٓ ٟشض حٜٗج صُحهٝ ،ٟشخأ زسحرؼذٝ
٢ُجٞطُج

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According to Chapelle (2001), however, this is not enough. She also addresses the question
of what the learner actually does with the software by conducting an empirical evaluation.
ءجشؾئ ٍلاخ ٖٓ ؽٓحٗشرُج غٓ غهجُٞج ٢ك ِْؼطُٔج َؼل٣ حٓ سُأغٓ ًحؼ٣أ ؽُحؼض حٜٗج صُحهٝ .ح٤كحً ظ٤ُ جزٛ)9008( َ٤ذحشُ حوكٝ
.٢ر٣شؿض ْ٤٤وض
Whilst she focuses on different questions in each stage, she uses the same criteria in both.
.حٜٔ٤ًِ ٢ك ش٤٣حؼُٔج ظلٗ ّذخطغض حٜٗج صُحهٝ ،سِقشٓ ًَ ٢ك سلِطخٓ سِثعأ ٠ِػ ضًشض حٜٗأ ٖ٤ق ٢ك
These criteria are: language learning potential, learner fit, meaning focus, positive impact,
authenticity, and practicality. I shall judge the software by 9nalyzing the tasks using two of
Chapelle's criteria: language learning potential, and learner fit.
ن٤رططُجٝ ،سُحطلأجٝ ،٢ذحؿ٣لإج شغلأُ ،ض٤ًشطُج ٢٘ؼ٣ جزٛٝ ،دعحُ٘ٔج ِْؼطُٔجٝ ، سـُِج ِْؼض شحٗحٌٓئ :٢ٛ ش٤٣حؼُٔج ٙزٛٝ
.٢ِٔؼُج
دعحُ٘ٔج ِْؼطُٔجٝ ،سـُِج ِْؼض شحٗحٌٓئ :َ٤ذحش ٢ك ش٤٣حؼُٔج ٖٓ ٖ٤٘غج ّجذخطعحذ ّحُٜٔج َ٤ِكض ٍلاخ ٖٓ ؽٓحٗشرُج ٌْك٤ع

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Lecture 3
Basic definitions
ةٌساسلأا تافٌرعتلا

'CALL software' here can involve any software or programs potentially usable by language
learners in connection with learning/teaching or use of language (esp. EFL/ESL).
.ةغللا مادختسا ًف وأ مٌلعتلا وا ملعتلا ةٌلمع ًف ةغللا ًملعتمل ةدٌفم نوكت نا لمتحٌ جمارب وا تاٌجمرب يأ ًنعت” لاك” تاٌجمرب

That includes both material claimed as designed for this purpose ('dedicated'), and that not. The
latter includes both specific programs like adventure games for native speaker children, and
'generic' or content free software like email or word processing. It also includes whatever hard
copy support materials, booklet etc.
باعلا لثم هددحم جمارب نم لاك نمضتت داوملا نم ًناثلا ونلاو. كلذك نكت مل وا )هصصخم) فدهلا اذهل ةممصملا داوملا نمضتت
لاك تاٌجمرب اضٌا . صوصنلا جلاعمو ًنورتكللاا دٌربلا لثم ىوتحملا ةرحلا جماربلا و, هغلل نٌٌلصلاا نٌثدحتملا نم لافطلال تارماغملا
.خلا... تابٌتكلا وا هدعاسملا وا همعادلا داوملل بلص صرق نم خسن يأ نمضتت
.
any software comes with. See further our Intro
انٌدل ةمدقملا ىرنس امك . اهعم ًتات تاٌجمرب يأ

"Evaluation is a matter of judging the fitness of something for a particular purpose" (Hutchinson
and Waters 1989: 96). 'Evaluation' therefore implies an activity where something is declared
suitable or not and consequent decisions are to be made or action taken.
هللاخ نم متٌ طاشن وه مٌٌقتلا و ( زرتٌو و نوسنٌشته فٌرعت .) ددحم فدهل ام اٌش ةمبلام ىدم ىلع مكحلا قلاطا ةٌلمع وه:: مٌٌقتلا
.هٌلمع هوطخب ماٌقلا وا هقحلالا تارارقلا ذاختاو لا ما ابسانم ناك اذا ام اٌش ىلع مكحلا

Evaluating something therefore is not the same as researching it,
هنع ثحبلاب ماٌقلا ةٌلمعل لاثامم سٌل ام اٌش مٌٌقت

though research may be done to find out things which then inform the value judgment and
hopefully make it better. Research on its own may just end up with information, not judgment and
action.
هوطخ وا مكحب سٌلو تامولعمب ًهتنٌ هتاذ دحب ثحبلا. لضفا هلعج لما ىلع هٌلع مكحلا متٌ اهدعبو ءاٌشا ةفرعمل هب ماٌقلا متٌ ثحبلا نلا
هٌلمع
CALL software and general teaching materials and tasks - a parallel?
.فادهلاا سفن مدخت اهنلا يزاوتم راسم ًف رٌست” ههباشتم_ ماعلا مٌلعتلا داومو ماهمو “لاك” جمارب

evaluation of CALL software is similar to 'materials evaluation' generally in language teaching.
.هغللا مٌلعت ًف ماع لكشب” هٌداملا لباسولا مٌٌقت” ـل ههباشم وه لاك تاٌجمرب مٌٌقت

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