The Application of Multimedia in English Teaching.doc

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1、多媒体在英语教学中的应用The Application of Multimedia in English TeachingContentsAbstract.1Key Words.1IIntroduction .1IIThe Literature Review .3IIIThe Features of English Teaching.4IVThe Features of Multimedia Teaching.51. Advantages of application of multimedia in English teaching.61) Comparisons with traditio

2、nal presentation aids.62).Advantages.7 2. Disadvantages of application of multimedia in English teaching.10VThe Prospect of Application of Multimedia in English Teaching121. A combination of multimedia technology and Internet 12VIConclusion.14References.14The Application of Multimedia in English Tea

3、chingThe Application of Multimedia in English Teaching Abstract: Multimedia, a term widely used in the field of computer, provides a new method for education, especially for English teaching. It has great impact on the notion of traditional teaching and apparently contributes to English teaching ref

4、orm. The application of multimedia technique is an important and inevitable trend in the present educational development as well as in modern foreign language teaching. In order to improve the students abilities in English, its worthwhile to do some research into this technique. Referring to the dif

5、ferent effects produced by the application of multimedia in English teaching, the paper has stated the development of multimedia, pointed out the advantages and disadvantages of multimedia in English teaching, and gone into the prospects of this technique.Key words: multimedia; English teaching; app

6、lication; multimedia technique摘 要：多媒体，这一广泛流传于计算机领域的术语，为教育尤其是为英语教学提供一个现代化的教学手段，对传统的教学观念产生了巨大的冲击，为英语教学改革做出贡献。多媒体技术手段的应用是现代教育的一个重要发展方向，也是当今外语教学的发展趋势。应用多媒体技术为英语教学服务，全面提高学生的英语语言能力,是值得探讨和研究的问题。本文概述了多媒体的发展，多媒体技术在英语教学中的应用进行分析，指出它在实际教学中的优势与不足，并对其发展趋势进行了探讨。关键词：多媒体；英语教学；应用; 多媒体技术.I. IntroductionThe application

7、 of multimedia technology is an important developing trend in education and modern foreign language teaching. It owns practical meaning in English teaching and has great value towards teachers and students.In the 21st century, with the development of modern technology and information, application of

8、 the modern technology in teaching is a inenarrable trend in the future. Firstly, our society begins to step into digital period, so improving the efficiency, to a great degree, is also a necessary educational reform; the school should adjust the principle to the development of the society. Teachers

9、 should learn to use multimedia in English teaching, which is also beneficial to students. Secondly, I hope this thesis can help teachers in this period to change their traditional concept and improve their own teaching quality. This is the main reasons for choosing this topic.Multimedia technology

10、especially the application in English teaching is a new subject to all of the people. With the development of information technology and the development of the reform of English teaching, people have paid more and more attention to the application of multimedia in English teaching. In recent years,

11、English educators query that the traditional English teaching continuously and put forward that the reform of English teaching is of great urgency, while the application of multimedia provides new and advanced teaching methods. In order to reclaim the thoughts of English reform, we must know about t

12、he multimedia first.Multimedia is a complex technology but widespread in society. Whats the multimedia? Multimedia means under the control of computer merging the visual image, image and sound systems in different levels, through the computer to make them interact with each other. Multimedia technol

13、ogy refers to the technology that process, pick up, edit, store and show two or more types of information. Multimedia can not only help students to listen to native language, but also can let students imitate and make dialogues with each other, improve the efficiency and interest in English learning

14、. They do not only possess the function of tape-recorder but also can show the words and pictures. Students can practice listening just like staying in the vivid situation. In recent ten years, with the great improvement of technology, the application of multimedia brings a series of reforms to soci

15、ety. New century brings new challenges to middle school English teaching, many important schools have installed multimedia language lab, renovated the precious visual system, improved the teaching condition and promoted the reform process of English teaching. In the past, we used the traditional equ

16、ipments such as tape-recorder, projector, video, but to a certain degree that arent modern medium, now more and more schools have been applying multimedia in teaching, especially during the process of classroom teaching.II. Literature ReviewUnderstanding the definition of multimedia contribute to ap

17、plying it in English teaching. Different people have different opinions on it. Multimedia can be understood to combine the multimedia teaching with all kinds of modern media. This combination supplements the function of unidirectional teaching medium, but the information of medium cannot be handled

18、for the whole. Multimedia, a term widely used in the fields of IT, provides a new method of education especially in English teaching. It has great impact on the notion of traditional teaching. Apparently it also contributes to English teaching reform, as the journal of College of MechEngHuHai Univer

19、sity points out. But LiJianhua (2005) believes that it contains two or more dissemination of media. The multimedia technology is composed of hypertext, image, flash, and sound medium to process and control English teaching. Each factor of multimedia is combined organically to finish a series of inte

20、ractive operations. Different people have their own opinions on multimedia technology, but they also have something in common. In society, the information is transmitted in different ways. Since 1980s, the multimedia computer have been applied, the meaning of multimedia has changed a lot. The backgr

21、ound of change can be presented as follows: first of all, people have requirement that the multimedia should be dealt with integrally, and the capacity of interaction should be improved. Second, each media can pick up, store, and transform information digitally. Third, with the development of storag

22、e skills and marketlization, large capacity of digital information of multimedia is a carrier which can be separated and applied. Just because of these reasons, multimedia become a synthetically skill in reality. At present, multimedia refers to the process and applies in English teaching besides th

23、e multimedia information itself. Technology and foreign language education have close relation to each other. In the sixties and seventies, language laboratories were being installed in numerous educational settings. The traditional language laboratory was comprised of a series of booths, each provi

24、ding a cassette deck, and accompanying microphone and headphone. Teachers monitored their students interactions by using a central control panel. The basic premise behind this technology was that if verbal behavior was modeled, and then reinforced, students would quickly learn the language by asking

25、 questions. The language lab activities were therefore grounded in a stimulus-response behavior pattern. The more drills the students practiced, the faster they would learn the second language, while the language laboratory was a positive step in linking technology to language education. Furthermore

26、, the amount of student-teacher interaction was minimal, and individualized instruction was irrelevant. Besides the pedagogical deficiencies, the audio equipment was cumbersome and prone to breakdown, and had only one function to disseminate auditory input. The application of multimedia in English t

27、eaching can avoid these aspects and will be widely applied in modern times. III. The Features of English TeachingUnited with the character of English teaching, multimedia will play an important role in English teaching. We can find some views of points in foreign language teaching and research. The

28、practices of English teaching accumulate abundant English teaching methods. Generally speaking, it contains five stages: comparison-directive, translation, structure, function. Three major factors fulfill the stages: teacher, students, and resources. We should deal with the relation among them very

29、well. As is known to all, language is not phenomenon of intelligence, it is a behavior of human being, it is formed during the process of thinking. Just as Estlon said, “Language is a tool of communication, also a carrier of thoughts and information. Learning a language means mastering new signs.” I

30、t is a special process of recognition. This special character of language teaching distinguishes from other teaching methods. The aim of English teaching is to cultivate the students ability to know, apply and master English. Concerning the second language acquisition, people have tried a lot. Compu

31、ter can provide the experience of studying from all the sides and it can make young people achieve the ideal level in months rather than years by traditional way. Language learning is a process, which is both easy and hard. “Easy” means everybody can speak at least one language or dialect. “Hard” me

32、ans that the speed of making progress is too slow, most of people cant reach the final goal (ShuDingfang 2004). The key to learning language is to offer students a good language environment. The teacher should set up an English learning “pool” and students can acquire the knowledge of language by im

33、itating it frequently and using it in many ways. With the implementation of curriculum reform into its second phase, English classroom teaching and learning activity are not only limited to impart the knowledge and study itself, but also focus on students growth, that is, the development of their ab

34、ility to learn and practice. Stern (1982) believes that acquiring a second language involves three basic tasks: acquisition of knowledge, negotiation of language and language production. Use of the Internet can facilitate each of these processes. According to Quesada (2000:5), there are varieties of

35、 English exercises online, the difficulty varies according to different learning levels, and these exercises can be evaluated instantly. Quesada adds that “the graphics, sound, animation, and other forms of information found on the Internet provide support for student understanding of the informatio

36、n, and meaningful production both oral and written”. Herrell (2000:134) notes that students receive helpful assistance from computer multimedia in the production of “oral presentations.” In this sense, the design of the internet-enhanced course can “increase qualitative variation in classroom langua

37、ge use and thereby expand learners access to second language discourse.”IV. The Features of Multimedia Teaching The first feature of multimedia teaching system emphasizes on the individual character in the teaching process. The priority of such multimedia approach is that the learner can arrange and

38、 control their own time and energy and the whole teaching schedule in close accordance with their own actual situations and interests.The second feature involves the changes of the teaching materials. It means that with the development of the multimedia, the teaching contents become very instructive

39、, vivid and symbolized. More and more materials and reference books are made into software. Whether a learner likes to choose teaching software or to pick up some audio-visual exercises just depends on his or her own interest and actual starting point. In such a case, a teachers duty is just to offe

40、r some advice or guidance so that the learner may use suitable kinds of software or tell him or her to follow any necessary instructions on how to use any software program available.The third feature of multimedia teaching is that it can raise the students learning consciousness. Multimedia aided co

41、mputer teaching programs have already greatly changed the traditional “duck-feeding” teaching method in hope for the learners to control the whole teaching process so as to cultivate the students self-exploring spirit. Everything to teach is “prefabricated” as the main points in the software menu. W

42、hat the students need to do is to enter into specific program to learn the detailed materials to be presented on the screen.The fourth feature is that multimedia teaching helps to promote the students learning cooperation. It is a developing orientation of the present international education and it

43、contains three forms: Cooperating throughout the internet, e.g. students learn together on the Internet; Cooperating in front of the internet, e.g. group work; Cooperating with the Internet, e.g. the internet acts as the students companion. The combination of audio and visual effects can help to mak

44、e the whole language knowledge and skill transfer and impartation more dynamic, immediate and more easily accessible. It can stimulate the students interest and strengthen their sense of combination.1. Advantages of application of multimedia in English teaching 1) A comparison with traditional prese

45、ntation aids We compare the traditional way with the modern multimedia. The traditional mode is instructed by traditional concept “give-accept” mode. The main purpose is to teach knowledge, develop intelligence. The character of this mode is teacher-centered, but we can also find different methods i

46、n modern multimedia teaching.In the first place, there is a very important motivational factor when using presentation software. Teachers can choose the background and foreground colors, texture, design, layout, font and graphics for each slide. The lengthy involvement in the integration of content

47、and form adds value to the experiential language learning process. These observations are consistent with the results reported by Phinney (1996) on a study that she and Khouri conducted in 1992. In this study, students were given a choice of doing an electronic final paper or a traditional paper. Th

48、e results showed that students who did the electronic paper enjoyed it very much, spent more time on the project than the others, and seemed to be more involved in their product. Secondly, when teachers have to write something that their students not only hear, but also see, they are much more committed to the quality of their work both content and form. The spoken word is ephemeral; the written word remains. As a result, st