Breaking a Conceptual Bottleneck in Computer Application to Language Arts through a Focus on Transactional Learning
Keywords:
computer-assisted language, language arts, behavioural model, process-oriented learning, educational technology, microcomputersAbstract
Although microcomputers and language arts educational software titles are increasingly available in schools, little evidence exists that computer applications in language instruction are seen as offering a broad or even appropriate approach to learning. We feel that this is the result of a conceptual bottleneck caused in part by the acceptance of an inappropriate behavioural model of language learning. We endorse instead a transactional model of language learning and define an overall paradigm of computer use with three categories of computer applications based on this model. We argue that, unlike the contemporary product orientation of the behavioural model, the process orientation to computer use which arises out of the transactional model will employ the technology more fully and appropriately and lead to greater language learning.
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