It has often been pointed out that the advent of technology enhanced learning materials requires a re-thinking of the methodological framework of language learning. Many assume that computer tools in particular will facilitate the implementation of a methodology for language learning that focuses more than in the past on authenticity in contents, context, and task. New technologies in the form of authoring tools may solve a large number of practical problems, particularly in the area of exploiting authentic resources. Of course, authenticity in content, task, and classroom interaction is "a crucial issue" in language learning methodology (cf. van Lier, 1996:123). It is therefore argued that authoring tools are the perfect aid to assist teachers in their "need to broaden their scope for creative pedagogical initiatives." (Little et al., 1989:I)
Consequently, this chapter will deal with an overview of authoring tools for the creation of tutorial and exploratory exercises as well as cognitive tools and text processing tools. All these tools facilitate the exploitation of authentic texts and other materials. With such tools, teachers can prepare tailor-made exercises for their classes and put together worksheets and create tasks which permit the learners to actively and often consciously explore the target language. Such tasks and learning projects will help to develop learners' language awareness and understanding of the structure and functionality of the target language. The potential of such tools when used by the teacher will be described together with samples of good practice. In addition, this chapter will consider the possibility of placing authoring tools in the hands of the learner with the aim of enhancing the language learner's role as an experimentor and researcher in the classroom by means of authoring tasks.
References
Bernd Rüschoff
University of Essen