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The first phase of CALL, conceived in the 1950s and implemented in the 1960s and '70s, was based on the then-dominant behaviorist theories of learning. Programs of this phase entailed repetitive language drills and can be referred to as "drill and practice" (or, more pejoratively, as "drill and kill").
-Bulky access the terminals by his computers in his university. -a massive projects; big funding; teams of experts; universities and research centres *PLATO (University of Illinois) *TICCIT (Brigham Young University) *Stony Brook (State University of New York) affected by Programmed Instruction Drills Linear development Whole language courses, substitute for the class
Warschauer (1996)[21] and Warschauer & Healey (1998)[22] took a different approach. Rather than focusing on the typology of CALL, they identified three historical phases of CALL, classified according to their underlying pedagogical and methodological approaches:
The second phase of CALL was based on the communicative approach to teaching which became prominent in the 1970s and 80s. Proponents of this approach felt that the drill and practice programs of the previous decade did not allow enough authentic communication to be of much value.
Popularization of PC´s Teachers designed their own CALL programs (BASIC, HyperCard) Independent activities, supplement to the classroom More communicative activities, simulations ATHENA (MIT) Camile (UK, France, Spain, Netherlands) Communicative activities demand linguistic competence Knowledge representation Grammar
starting from the 1990s, tried to address criticisms of the communicative approach by integrating the teaching of language skills into tasks or projects to provide direction and coherence. It also coincided with the development of multimedia technology (providing text, graphics, sound and animation) as well as Computer-mediated communication (CMC)
Increasing cooperation between CALL and Computational Linguistics . CALL Cooperation still incipient Restricted mainly to parsers
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