The Use of Computer Aided Design in English Language Teaching

Written by

Ratih Wijayanti

1507042024

Today, the development of technology is very fast. One of the program in computer which can help us to make the interesting design of our material is Computer Aided Design (CAD). We can see digital design learning as a complex process requiring understanding of architectural order, visual judgment and technical methods. In this way, the graphic communication of computer aided design is similar to the verbal communication of foreign languages: both are tied to content and context. By mentally representing the computer learning process with the model of language learning we can transfer well-developed pedagogical methods to a new field.

Of course there is not a perfect fit between the disciplines: Language learning has relatively stable verbal and written modes of receiving and expressing: listening, speaking, reading, & writing, while computer representation has various modes which quickly evolve with technology. The verbal aptitude which facilitates language learning may not overlap with the visual aptitudes needed for computer graphics.

(For clarity, "CAD" and "digital design" will be used interchangeably to mean exploring and expressing design ideas with computer technology. My examples primarily refer to visualizing tools such as graphics, modeling, rendering, animation, multimedia, virtual reality rather than to analysis tools.)

Narayan (2008:3) said that Computer-aided design (CAD) is the use of computer systems to aid in the creation, modification, analysis, or optimization of a design. Narayan (2008:4) said that CAD software is used to increase the productivity of the designer, improve the quality of design, improve communications through documentation, and to create a database for manufacturing. Vijay (2000) stated that CAD output is often in the form of electronic files for print, machining, or other manufacturing operations. The term CADD (for Computer Aided Design and Drafting) is also used.

SIMILARITIES BETWEEN LANGUAGE STUDY AND CAD STUDY

Beyond the basic need for communication, we can examine how linguists approach their field. Language study has three emphases which may be transferred to computer aided design: study of structure, communication and context. (Finegan, 1992) Structural linguists seek to clearly describe the organization of language, both universal characteristics and specific differences of different languages. In contrast, foreign language teachers often focus on the goal of communication, stressing the function of language use as a means of social interaction, with structure as a background enabler.

Levels of structure: elements, phrases, sentences, essays

At the most basic level, primitive geometric elements (points, lines, arcs, cylinders, etc.) are like key words which must be deeply understood. From linguistics, we can see that it takes more than just acquaintance with a single facet. According to Faerch (1984) said that to fully "know" a word one must:

1) know its full meaning potential, not just one specific meaning.

2) know the appropriate situations for using the word

3) know in what ways the word can combine with others

4) know the relations between the word and other words

Communication focus for more effective learning

Focusing on clear communication can humanize a potentially cold and intimidating computer-based curriculum and can create a better learning environment. Without neglecting to show how the computers' use in manipulating logical, geometric order, we can also show its utility in connecting human beings.

Interaction is commonly used in language class because the incentive of a social relationship can stimulate response and along with it, creativity in the method of responding. The person interacting must adapt to his partner's comprehension and tailor a response to a particular situation. Whether in written or graphic form, expressing ideas for an audience requires re-articulating ideas and reconsidering principles and priorities. Particularly if a student must translate from one medium to another and abstract the subject, he or she must reexamine the matter. Cheng (1995) said that “The teacher’s task is to give students the opportunity to rephrase, restructure and reorganize the content and form of dialogues and readings.”

Teaching according to audience context

In teaching of experienced designers, we can look to foreign language learning, where previous knowledge about the native language guides the learning of another language. Stall (1995) said that "Background knowledge serves as scaffolding to aid in encoding information from the text.  “Familiarity of what makes up a language gives a strong basis for learning one: the student knows to some degree what they are searching for and what are the possibilities of the end result. While traditionally computer skills were introduced after basic design and drawing classes, the trend is now to integrate the study of design and all kinds of visual media.

For novices, teaching traditional media and digital media together within the context of an intense architectural design program could be analogous to a bilingual or multilingual immersion. As digital media becomes enmeshed into our culture at every level, the separation of digital media teaching into an isolated specialty makes little sense: many students now entering university feel as comfortable with a mouse as with a pencil. The challenge is to provide a rich environment for the learning of the design content with sophisticated media skills, both traditional and digital, so that designers don't lose touch with architecture's basis in materiality. Designers need see the different strengths of different media. Bermundez (1997:58) said that "The architectural practice and education of tomorrow is not in one medium/approach but in many media/approaches."

Language study has three emphases which may be transferred to computer aided design: study of structure, communication and context. For futher information, look at the mind map below!

References

Bermudez, Julio.1997. "Cyber(inter)sections: Looking into the Real Impact of the Virtual in the Architectural Profession" in Proceedings of the Negotiating Architectural Education Symposium, Minneapolis: Univ. of Minnesota.

Cheng, N. Y. 1995. "Linking the Virtual to Reality: CAD and Physical Modeling" in Milton Tan and Robert Teh (eds) CAAD Futures '95, Singapore: National University of Singapore.

Duggal, Vijay .2000. Cadd Primer: A General Guide to Computer Aided Design and Drafting-Cadd, CAD. Mailmax Pub. ISBN 978-0962916595.

Faerch, C., K. Haastrup, & R. Phillipson. 1984. Learner Language and Language Learning. Avon: Multilingual Matters, Clarendon.

Finegan, Edward.1992. "Linguistics" in J. Gibaldi (ed) Introduction to Scholarship in Modern Languages and Literatures, New York: Modern Language Association of America.

Narayan, K. Lalit .2008. Computer Aided Design and Manufacturing. New Delhi: Prentice Hall of India. p. 3-4. ISBN 812033342X.

Stall, Steven et. al. 1995. "Prior Knowledge and Difficult Vocabulary in the Comprehension of Unfamiliar Text" in Reading Research Quarterly, v. 5.