Communicative Language Teaching in a Multimedia Language Lab
Huang, Shih-Jen
Liu, Hsiao-Fang

1.0. Introduction
Due to the impact and influence of information technology on society and education, computer-assisted language learning is becoming the trend in foreign language teaching. Interactive computer network allows students to test the result of learning without the risk of being punished for any mistake. Learning does not have to be a pressure. Computer-assisted language learning can reduce the anxiety of students and turns out to be a positive side of learning (Gates, 1997).
The study is the extension of Huang (1997). As a result, the aim of this study tends to explore how students adjust themselves in learning English with the aid of multimedia computers and the interaction between students and multimedia computers. The literature of past research in the Communicative Language Teaching Approach and computer-assisted language learning usually look into the topics in their own domain. The research combining the two fields is not common so far, which makes this study important.
This study would like to address three questions. First, what are the similarities and differences of language teaching and learning between a traditional classroom and a multimedia language lab under the communicative framework? Second, are there any changes in the roles of teachers and students when they are in a different teaching environment from traditional classroom? Third, what are the implications of the Communicative Language Teaching Approach (CLT approach hereafter) in a multimedia computer language lab in teaching?
2.0.Review of Literature
Many researchers have helped develop the theory and practice the Communicative Language Teaching Approach  (Brown, 1987; Brumfit & Johnson, 1979; Hymes, 1972;   Nattinger, 1984; Nunan,1987 & 1989; Richards & Rodgers, 1986; Rossner, 1988; Savingnon, 1983; White, 1989; Yalden, 1983). The underlying theory of the CLT approach is the communicative competence (Hymes, 1972) . Students do not simply learn the linguistic structures and grammar rules. They have to learn how to use the language properly. Littlewood (1981) described the CLT approach that one of the most characteristic features of communicative language teaching is that it pay systematic attention to functional as well as structural aspects of language. In reaction to the grammar-translation and audio-lingual methods, the CLT approach emphasizes the communicative activities that involve the real use of language in daily life situation.
To combine the CLT approach with a framework of computer-assisted language learning, computer simulation seems to be the best strategy to fit both. Huang (1997) categorized computer simulations  into two types: instruction-oriented and fun-oriented. Their categorization depends on their primary purpose, the nature of computer-human interaction,   and the amount of control (see table below).  

Primary purpose
Computer-human interaction
User control

Instruction-oriented
Teaching & learning
Unbalanced
Limited

Fun-oriented
Motivational & entertaining
Balanced
Multiple

The primary purpose is remarkably significant as it will determine the nature of the computer simulations. The instruction-oriented computer simulation aims at teaching or helping people learn. Consequently, the primary purpose of this type of computer simulation will be giving instructions and placing the responsibility of learning on the users for most of the time and constantly monitoring them to see whether they have successfully achieved the goal. Moreover, the nature of computer-human interaction is not balanced. Users receive instructions passively, then respond, and wait further instructions. The computer becomes dominant in the interaction. Subsequently, the user`s choice during the interaction is rather limited. Users do not have much choice since all available choices are predetermined. The outcome of the user`s move becomes predictable. The user`s limited control over the computer is partly due to the fact that users in an instruction-oriented simulation are expected to accomplish a pre-set goal in learning. The simulation guides users in a certain direction. Therefore, the user`s choices are restricted by simulation`s primary purpose.
Take the famous Living Books series (Broderbund) for example. Users can click on a paragraph and the text will be read out loud. When users click on any objects in the background, the object will move accompanied by sound effects. Users can continue clicking as often as they like, but the one-click-one-move interaction remains the same.
On the contrary, the primary purpose of fun-oriented simulations is to be both motivational and entertaining. Instruction in a particular subject is not the primary concern in fun-oriented simulations. This type of computer simulation tends to motivate users to get interested in the simulation itself. Entertainment is the goal. As a result, both user and computer share equal opportunities to receive instructions from and respond to each other. Furthermore, the user has multiple choice for taking control. Fewer restrictions are imposed. The user`s move could lead to another multiplicity of choices and the prompting of an unexpected response from the computer.
However, the two categories of computer simulations are not mutually exclusive of each other. Rather, they would be better regarded as the two ends of a continuum.