ALEXANDRA ANDRADE

In the history the first computers used for language learning were large 1950; it presented particular organizational problems as learners had to leave the classroom and travel to a computer or a computer for instruction; computers had a high cost. 1957, Sputnik Earths first artificial satellite; the first CALL programs created at 3 pioneering institutions: Stanford University Dartmouth University and University of Essex. All focused on the teaching of other languages.

Machine translation is the application of computers to the task of translating texts from one natural language to another. PLATO Computer were those used on the programmed Logic/Learning for automated Teaching operations (PLATO) system develop in 1959 by the university of Illinois working with a business partner, PLATOs computer and its programming language were custom-designed for the purpose of teaching language.

Simulations were created with different avenues of exploration also they create challenges for learners to explore multiple links (Over successive session) and see the consequences of different actions and inputs; to that the learners learn making errors. If the leaners were assigned to work in group on a simulation there is advantage of encouraging exploration and collaboration as learners share their methods or so. called secretsto succeeding in the program.

Call in 1970s and 1980s -In 1975 was developed small applications on computers such as: TimexSinclair and Commodore Pet. for purposes of comparison currently a simple recordable digital videodisc format DVD has 4,700,000,000,000K; In 1970 and 1980 at university laboratories and commercial institutions by middle of call research during this period was videodisc technology a high volume storage system; 1991 Bush and Crotty list several possible advantages of videodisc technology: Priority of listening over speaking; exclusive use of the target language. Macario.-it was develop at Brigham Young university and was an attempt to create learning material by adapting existing materials, in this case a feature-length commercial video.

Montevidisco and Interactive Digame.-These two programs pioneered the idea of learners making greater choices about what is to be learned at the computer. AllP.-In 1983 began as part of a heavily funded long-term Massachusetts institute Technology (MIT) Project exploring the role of the computer in educations. NO RECUERDOS.-Learner gathers information by questioning the main character. Patrick, example the program. Eliza.-Eliza was created by Weizenbaum in 1976; Eliza software program seeks clarification and simulates a sympathetic listener through a series of general comment, requests for explanations and paraphrases/rephrasing of the learning comments with additional questions tag example: Eliza: how are you? Learner: I am very well etc. A LA RENCONTRE DE PHILLIPPE.- It allowed that the learner to enter into a semi-authentic language environment. HYPER CARD.-One of the mayor innovations in this environment was hyper card, a material authoring program that was developed by apple computer

CALL in the 1990s: Thousands of new CALL programs have been published since the few mentioned, but the ones cited so far provide an overview of the types of features likely to be offered in a multimedia CALL environment; the guidelines also serve to suggest how narrative-driven multimedia learning environments might be evaluated: Multiplicity of protagonists- allowed for the history to be told from different point of view. Multiplicity of plot events- creates variety based on learned choices that influence the development of the narrative.

Knowledge-based choice points- for to learning tasks that are necessary to the continuation of the narrative. Choice-point based on the temperament of the learner: allow learner to pursue the narrative according to the depth of their own interests. Whimsical surprises: offer unexpected enjoyment thus allowing for momentary diversion and encouraging exploration. Multimedia for presentation: offer different method of output. Intrinsic rather than extrinsic rewards: motivate learners to progress through the program because completing the task and acquiring language are the same objective.

CALL in the twenty-first century: Among the greatest changes is the integration of computing facilities into many aspects of daily life. Mobile telephones satisfy many of the computing demands of the average user. Televisions are becoming more computer-connected and each technological advance presents new opportunities for the delivery of CALL. Biographical contact pages like MySpace and Facebook have served to give millions of technological nafs the opportunity to share content about themselves from their music preferences, to personal diary entries, we now live in an age where everyone with a personal computer and internet connection can be an international publisher.