TEXTO I

           THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING

      Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.

      Most teachers would probably agree on how:

•        Respecting learners` particular needs and learning habits increases their learning potential;

•        Learner self-esteem and involvement foster learning efficiency; and

•        The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.

      Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.

      ‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)

      At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).

      Teachers become freer to use their time more efficiently by devoting their time to:

•           Facilitating communicative oral activities;

•           Assisting those learners who need their support most; and

•           Discussing effective learning strategies.

      Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.

      These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.

      Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.

Philip Shawcross is Director of Training Curriculum at AES.

                * ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements 

                                                          TEXTO I

           THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING

      Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.

      Most teachers would probably agree on how:

•        Respecting learners` particular needs and learning habits increases their learning potential;

•        Learner self-esteem and involvement foster learning efficiency; and

•        The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.

      Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.

      ‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)

      At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).

      Teachers become freer to use their time more efficiently by devoting their time to:

•           Facilitating communicative oral activities;

•           Assisting those learners who need their support most; and

•           Discussing effective learning strategies.

      Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.

      These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.

      Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.

Philip Shawcross is Director of Training Curriculum at AES.

                * ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements 

                                                          TEXTO I

           THE IMPACT OF COMPUTER TECHNOLOGY ON LANGUAGE LEARNING

      Far from diminishing the human element in the learning process, the advent of computer technology as an integral part of language learning provides an opportunity to reflect upon and implement principles that enhance the learner’s status and expand the teacher’s role.

      Most teachers would probably agree on how:

•        Respecting learners` particular needs and learning habits increases their learning potential;

•        Learner self-esteem and involvement foster learning efficiency; and

•        The best use of a teacher’s time is not to teach vocabulary and grammar or provide listening practice, but to foster speech production and live interaction.

      Now, paradoxically, the use of computer technology can enable precisely these features to be developed by providing the means to create a learning environment in which each learner or learning group can select speed, level and content to suit their specific learning needs and styles.

      ‘Guided freedom would be a feature of intelligent CALL (Computer-Assisted Language Learning), where the program would make suggestions, but the learner would make the choices.’ (Warschauer & Healey 1998)

      At the same time, the teacher’s role expands beyond being a provider and assessor of knowledge and know-how (i.e. someone in front of the class) to being also a coordinator of media and a tutor (i.e. someone who is also in the midst of his/her learners).

      Teachers become freer to use their time more efficiently by devoting their time to:

•           Facilitating communicative oral activities;

•           Assisting those learners who need their support most; and

•           Discussing effective learning strategies.

      Experience shows how the proper use of technological tools can be an extraordinary means of generating peer discussion, knowledge exchange, curiosity, motivation and relaxation: all prerequisites of effective learning.

      These values are inherent in the content-based, blended-learning English for Aviation Safety courseware designed by AES. The flexibility, availability and depth of relevant informational content of its web-based training mean that learners come to the classroom for the Intensive Speaking Seminars ready to use their time to the full in communicative interaction, putting into practice the skills, knowledge and know-how they have acquired at their own pace.

      Especially for pilots and controllers, learning English is not primarily about learning a language; it is learning how to perform certain essential functions in English in a timely and efficient manner.

Philip Shawcross is Director of Training Curriculum at AES.

                * ICAO Document 9835: Manual on the Implementation of the ICAO Language Proficiency Requirements 

The following dialogue takes place between two native speakers of English in the lower airspace in the vicinity of a major airport. Two aircraft __________ towards the airfield:

Pilot – Fox Charlie speaking.

            Who’s ahead ... us or Golf Yankee?

Controller – Well... you’re neck and neck.

Pilot – We can keep a high speed in the descent if you want us to.

Controller – I don’t know how the TMA are going to plan

                     this. You can if you wish.

Pilot – You’re the boss.

Controller – Well they’ll be the boss when you get down

                     there. I’m just sort of keeping you apart for the

                     moment.

Pilot – Understood.

GLOSSARY:

vicinity = proximidade

Fox Charlie = nome da aeronave

Golf Yankee = nome da aeronave

TMA = refere-se ao órgão de controle de tráfego aéreo 

The following dialogue takes place between two native speakers of English in the lower airspace in the vicinity of a major airport. Two aircraft __________ towards the airfield:

Pilot – Fox Charlie speaking.

            Who’s ahead ... us or Golf Yankee?

Controller – Well... you’re neck and neck.

Pilot – We can keep a high speed in the descent if you want us to.

Controller – I don’t know how the TMA are going to plan

                     this. You can if you wish.

Pilot – You’re the boss.

Controller – Well they’ll be the boss when you get down

                     there. I’m just sort of keeping you apart for the

                     moment.

Pilot – Understood.

GLOSSARY:

vicinity = proximidade

Fox Charlie = nome da aeronave

Golf Yankee = nome da aeronave

TMA = refere-se ao órgão de controle de tráfego aéreo 

The following dialogue takes place between two native speakers of English in the lower airspace in the vicinity of a major airport. Two aircraft __________ towards the airfield:

Pilot – Fox Charlie speaking.

            Who’s ahead ... us or Golf Yankee?

Controller – Well... you’re neck and neck.

Pilot – We can keep a high speed in the descent if you want us to.

Controller – I don’t know how the TMA are going to plan

                     this. You can if you wish.

Pilot – You’re the boss.

Controller – Well they’ll be the boss when you get down

                     there. I’m just sort of keeping you apart for the

                     moment.

Pilot – Understood.

GLOSSARY:

vicinity = proximidade

Fox Charlie = nome da aeronave

Golf Yankee = nome da aeronave

TMA = refere-se ao órgão de controle de tráfego aéreo 

The following dialogue takes place between two native speakers of English in the lower airspace in the vicinity of a major airport. Two aircraft __________ towards the airfield:

Pilot – Fox Charlie speaking.

            Who’s ahead ... us or Golf Yankee?

Controller – Well... you’re neck and neck.

Pilot – We can keep a high speed in the descent if you want us to.

Controller – I don’t know how the TMA are going to plan

                     this. You can if you wish.

Pilot – You’re the boss.

Controller – Well they’ll be the boss when you get down

                     there. I’m just sort of keeping you apart for the

                     moment.

Pilot – Understood.

GLOSSARY:

vicinity = proximidade

Fox Charlie = nome da aeronave

Golf Yankee = nome da aeronave

TMA = refere-se ao órgão de controle de tráfego aéreo 

                                  A Bunch of Butterflies

Priests don’t like confetti, it makes a mess.

The bride and groom rarely like rice, because it hurts. So the latest thing at weddings, at least in America, is butterflies.

What could be nicer than having a bunch of butterflies released into the air around the marriage couple? Companies are now springing up in the US to meet the new demand, but animal rights groups are concerned. How are the butterflies caught, how are they transported to the wedding and what happens to them afterwards?

The wedding party thinks the butterflies fly away, but often the insect cannot survive in their new environment and die.

GLOSSARY:

spring up – surgir 

                                  A Bunch of Butterflies

Priests don’t like confetti, it makes a mess.

The bride and groom rarely like rice, because it hurts. So the latest thing at weddings, at least in America, is butterflies.

What could be nicer than having a bunch of butterflies released into the air around the marriage couple? Companies are now springing up in the US to meet the new demand, but animal rights groups are concerned. How are the butterflies caught, how are they transported to the wedding and what happens to them afterwards?

The wedding party thinks the butterflies fly away, but often the insect cannot survive in their new environment and die.

GLOSSARY:

spring up – surgir 

He had felt terrible for three days, so Bob finally called his doctor’s office.

“The doctor can see you in three weeks”, he was told. An outraged Bob bellowed, “Three weeks? The doctor can’t see me for three weeks? I could be dead by then!”

Calmly the voice at the other end of the line replied, “If so, be sure to have someone call to cancel the appointment.”

GLOSSARY:

outraged – ofendido, injuriado

bellow – gritar, berrar 

He had felt terrible for three days, so Bob finally called his doctor’s office.

“The doctor can see you in three weeks”, he was told. An outraged Bob bellowed, “Three weeks? The doctor can’t see me for three weeks? I could be dead by then!”

Calmly the voice at the other end of the line replied, “If so, be sure to have someone call to cancel the appointment.”

GLOSSARY:

outraged – ofendido, injuriado

bellow – gritar, berrar 

Rosana Fisher works at an outdoor activities centre on the west coast of Scotland. She teaches mountain climbing, scuba diving and hang-gliding. She's talking to some young people who've just arrived at the centre:

I - 'You can't do any of the activities unless you're with an instructor.'

II - 'We won't let you start an activity if you don't have the correct equipment.'

III - 'You can't go scuba diving unless you've done the training course.'

IV - 'Remember you can't leave the centre unless you say where you're going.'

                                                          English Grammar in Steps - Richmond