TECHNOLOGY IN THE ENGLISH TEACHING PROCESS AS A FOREIGN LANGUAGE

The objectives to be achieved in a foreign language classroom using ICT as a tool has to take into account the means chosen, the time use of to take achieve them, and what they want to consolidate that knowledge. Therefore, the technological tools that the English teacher must be useful and appropriated to achieve the goals.

In my exposition I took about two classical classifications, in the first one Levy[1] defines the Tutor as It’s about applications that were developed specify to the foreign languages teaching that offer possibilities of interaction, observation and evaluation by the system; he explains tool as something that was not developed for language teaching. They are simply tools that follow or do not allow the student to evaluate the input.

However, there are points of contact between these two functions, as there are applications where tool and tutor have been integrated.

For example a language course on CD ROM (Tutor) in which was built a dictionary (Tool), or a website for language learning (tutor) with the ability to use e-mail (Tool), so the possibilities of using ICT are related to the target language.

Also, with ICT teaching the communication can be done synchronously or asynchronously. Since the teacher and the student, they don’t need to participate at the same time and place in the learning process because Internet takes the current culture to the classroom allowing to use websites, virtual classroom, interactive software, and others.

In conclusion, ICT offer language teachers background information, possibilities to work in a more effective and enriching the language classes.

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[1] LEVY, Michael. Computer-assisted language learning: context and conceptualization. 1997 New York: Oxford University Press. 298 pages.