On the Influence of Multimedia on English Teaching in Senior MiddleSchool

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1、多媒体教学对高中英语课堂的影响On the Influence of Multimedia on English Teaching in Senior Middle-SchoolAbstract: This paper introduces the influence of multimedia on English teaching in senior middle school. It focuses on how to carry on multimedia assisted methods in English teaching. Based on the system theory,

2、 the theory of optimization of teaching process and constructivism as well as the characteristics of the course itself, it brings forward the multimedia assisted teaching models of the trinity of writing, listening and speaking with the aim of taking the subjectivity of the students to the full play

3、, developing the students all-round competence and upgrading the efficiency of the classroom teaching.Key words: multimedia assisted teaching; constructivism; the theory of optimization of teaching process摘要： 这篇文章主要介绍了多媒体影响下的高中英语课堂。它致力于如何在英语教学中开展多媒体辅助教学。基于教学最优化以及建构主义理论，结合课程本身特点， 提出了以听，说， 写三位一体的多媒体辅助

4、教学模式， 旨在充分发挥学生的主体作用，全面培养学生素质和提高课堂教学效率。关键字：多媒体辅助教学；建构主义；教学最优化ContentsI. Introduction.1II. Literature Review.1A. Purpose and significance.1B. The history of multimedia.21. CALL in the 1950s and 1960s.22. CALL in the 1970s and 1980s.23. CALL in the 1990s . 3C. Current situation. . 3III. Multimedia Lang

5、uage Teaching under a Large Environment.4A. Some relevant conceptions. . 41. Multimedia. . .42. Second Language Acquisition.43. Constructivist.44. Cognitive-psychological.5B. Students roles in multimedia teaching.5C. Relevant problems.61. Some principles of education are ruined.62. The chain of lang

6、uage learning is broken.6D. Feasible ways to solve problems.7IV. Multimedia Teaching and Traditional Teaching8V. Conclusion10Works Cited11 I. IntroductionEnglish teaching and learning is experiencing a transition from traditional teaching methods to modern ones. More and more teachers and students a

7、re aware that multimedia plays an important role in their teaching and learning activities. Nowadays, a number of high schools choose to use multimedia to assist their teaching. Facing this kind of situation, a research for the relationship between multimedia and English teaching class become vital

8、importance. And according to the research, it enables me to solidify what I learnt about English language teaching in theoretical meaning, and in practice, it offers a stage for me to know the situation of senior school and a guarantee of an efficient teaching. Based on this kind of situation, this

9、paper introduces the influence of multimedia on senior English class teaching based on English language teaching principles.II. Literature ReviewA. Purpose and significanceWith the development of the communication need, more and more people are aware of the important role of English. People believe

10、that education has the potential to mobilize people and to equip them with the capacity to develop human resources that are Information and Communication Technology (ICT) literate. Meanwhile, the concept of education for sustainable development (ESD) has evolved from the economic growth. Being a wid

11、ely use language, English now has inevitably become the passport for global correspondence and has dominated business interaction. Hence, English teaching in China has to serve the ultimate goal of creating a competitive and competent workforce who is able to communicate effectively in English to be

12、come global players. As a result, one of the challenges faced by all the English teachers is to improve the quality of delivery of the English language. So the English language study becomes more and more important and necessary, especially in China, while there are many problems in English class, f

13、or example, too many students in a class, lack of the study environment, and not enough English language study resources. Therefore, we can not ignore the development of computers. Computers or multimedia as a new technology method has many advantages. If we can combine English language study with m

14、ultimedia well, I think the English language teaching and learning will have a better or more effective result.B. The history of multimediaEnglish, as a tool to communication with world under a background of great development of modern technology, must face this new situation. Actually, the pattern

15、of multimedia English teaching used in the past can be called Computer-assisted Language Learning (CALL) and the history of CALL dates back to the nineteen sixties. From then on, the activities of how to use computer to improve foreign language teaching still continued. Multimedia teaching has exper

16、ienced a period of the start in 20th century and the boom in 21st century. With the development of computer technology, CALL acquires a great progress either in quantity or in quality. The researchers are trying their best to achieve a consummate integration of computer technology and foreign langua

17、ge teaching. The history of multimedia can briefly divided into three periods: 1. CALL in the 1950s and 1960sThe first computers used for language learning were large 1950s mainframes that were only available at research facilities on university campuses. These presented particular organization prob

18、lems as learners had to leave the classroom and travel to a computer, or at least to a computer terminal, for instruction. The high cost of these early machines and demands upon them for pure research meant that time allocated for teaching and learning was limited. Nonetheless, the importance of fin

19、ding ways efficiently and scientifically to teach language was perceived and time and funds made available for research.2. CALL in the 1970s and 1980s During the period in discussion, computers were classified into mainframe computers, mini-computers and microcomputers. Mainframe computers were room

20、-sized machines, mini-computers were closer to what we now call servers, and microcomputers are what we would now call desktop computers or personal computers. Portable or laptop computers are included in this last category which were introduced much later and are now far more powerful than the main

21、frame computers.High-end mainframe computers continued to be available and used for CALL research throughout the 1970s and 1980s at university laboratories and commercial institutions. One focus of CALL research during this period was videodisc technology, a high-volume storage system. The format ha

22、s been largely replaced by Compact Disk Read-Only Memory (CD-ROMs) as they have a greater installed base in personal computers and feature a format that is smaller, more convenient and less prone to warping. However, CD-ROMs do not carry as much information as videodiscs and, in turn are likely soon

23、 to be replaced by larger volume media such as Digital Videodiscs (DVD).3. CALL in the 1990s Thousands of new CALL programs have been published since the few mentioned above. The high speed and storage capacity of videodisc technology made it possible for computers to go beyond behaviorist models of

24、 instruction on less powerful computers that generally relied upon textual exercisers.B. Current situationIt is obvious to everyone that traditional modes or singular form of classroom teaching can no longer effectively fulfill the needs of students. The inspiring slogan of “get rid of stuffiness in

25、 the classroom”, “forget dumb English learning” has encouraged most English teachers to launch a thorough reform. Thanks to the overall development of hardware, more and more computers and multi-media equipment have been set up and put to use in language teaching, whereby students now have access to

26、 modern equipment. Hence, a lot of direct and exciting improvements can be found here and there in English language class.Here is a picture of an English teacher in the old days: a taping-recorder in one hand, teaching materials in the other, bring along chalk and ones own mouth. These are all they

27、had then. After 45 minutes standing, writing, speaking on their own in the classroom, teachers felt like losers because teaching became basically an unfair game of 1 versus 30 people or so. But the picture of teachers today is tremendously different: teachers have control of projectors, computer mou

28、se, screen control, DVD control, everyone is now wearing headphones. Teachers are now working with intelligent assistants who help to make the game fair. Needless to say, the big change is of vital importance viewed from historical perspective of English teaching. Every English teacher must be able

29、to sense the great changes that have brought about in their students. They are mow paying much more attention to all in-class activities.To successfully carry out multimedia assisted methods in the classroom, teachers are taking on more preparatory responsibilities including:1. Allocating time for e

30、ach lesson according to course syllabus.2. Drawing up teaching plan; decide on objectives for each unit.3. Organizing materials based on the plan, collecting audio, video, and script and classroom exercises.4. Making use of software, mainly PowerPoint software, editing materials and showing them to

31、students. This is the crucial part on the chain.In a word, multimedia assisted teaching method currently consists of two steps, one of which is that teachers edit electronic lesson plan ahead of time; the other is that students are guided by multimedia to learn and practice.III. Multimedia Language

32、Teaching under a Large EnvironmentA. Some relevant conceptions1. Multimedia Multimedia refers to using a mixture of sound, pictures, films, and writing to give information, especially with computers. Through a system of windows on the computer screen and the users control of speed, direction, tracks

33、 and scripts, learners can get as much lexical, grammatical and informational assistance as they need. Learners can browse, explore, track back on the material, make observations and make decisions on their own, and in general interact with the program by asking the computer for help through key boa

34、rds and reacting to the information. Through immediate and random access to any part of the videodisc, learners can restructure, reorganize, and reedit the material as they wish. For example, different learners can explore different aspects of the same material and computer notes. In short, multimed

35、ia is a powerful blend of computers, video, photography and sound, which has been called a new kind of imaginary playground for the minds of languages learners.2. Second Language Acquisition (SLA) SLA stands in contrast to first language acquisition. It is the study of how learners learn an addition

36、al language after he has acquired their mother tongue. The study of second language learner began with the study of first language acquisition (Ellis 135). And another SLA definition is that the study of the process through which learners acquires a new language (Beatty 78).3. Constructivist theory

37、Constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows (Wang 6). Others thought that Constructivism is a humanistic model that differs radically from behaviorism, suggesting that learning is a p

38、rocess by which learners construct new ideas or concepts by making use of their own knowledge and experiences (Beatty 91).4. Cognitive-psychological One point which should be emphasized is that in multi-media assisted learning environment, the design of cognitive-psychological environment is especia

39、lly vital for language learning and teaching. Without it, successful learning processing would not occur for the source of language input would be blocked. For example, Dai Weidong and Ren Qingmei have proposed a series of procedures for such a design concerning vocabulary acquisition by emphasizing

40、 the importance of providing an optimum cognitive-psychological environment based on internet technology for various learning activities. On the basis of the theoretical framework of cognitive-psychological process in vocabulary acquisition, they believe that, for the purpose of establishing such an

41、 environment, four principles should be obeyed: to create meaning-centered authentic context in order to provide sufficient chunk material; to maintain proper repetition of the target chunks with proper quantity and quality of language input; to cater for the learners notice assignment with proper m

42、aterial organization; to enforce the combination of old and new material in the form of questions based on technology. At the same time the limits of internet-based cognitive-psychological environment in practice are also mentioned. B. Students roles in multimedia teaching Multimedia offers an envir

43、onment which delivery knowledge fast and effectively, and develops students individual competence. The multimedia teaching and research focus on the individual learners differences. All language learners are very different in terms of their needs, interests, strengths and weakness, motivations, lear

44、ning styles etc., that is to say, language learners have already became the central role in foreign language teaching. In multimedia teaching based on the constructivism, learners become the main role of participants, discoverers, explorers of constructivism of knowledge. Learners achieve learning a

45、ims through imagination, operation, discussion, feedback, revision. Multimedia teaching not only stimulates learners motivations but also encourage learners to develop the critical ability and all-round competence.C. Relevant problems 1. Some principles of education are ruinedYet some problems still

46、 can not be ignored behind those achievements. The inefficient traditional teaching method has not been completely abandoned. Meanwhile, the new method can not meet all the expectations. With the help of various resources that internet offers, teachers find materials which are useful or helpful in t

47、heir teaching and in turn inevitably organize these materials according to students interest, while think a little less of making study an evolutionary and systematic process for students. Students are still relatively passive in the seemingly new environment. Teachers are the lords of all the sourc

48、es, while students have to do what they are told to. For example, students take down notes from the screen, try hard to memorize them and do simulated practice according to the teachers requirements. Frustrations thus appear in the classroom, and students become stenographers. Teachers can hardly ma

49、ke students listen to their explanations or appreciate insights into matters, not to mention discussions between them. It seems that the so-called exciting advanced technology-multimedia assisted teaching method is to some extent only a practical electronic blackboard.2. The chain of language learni

50、ng is broken; the original aim to improve students comprehensive language abilities is hardly achieved.There is no wonder to both teachers and any language learners that English is an applied subject. But nowadays in reading and writing class, students almost get drowned with extended vocabulary lis

51、t and example sentences. They can hardly improve, practice or even think of cultivating their reading skills, which is the real purpose of learning about reading or writing. In listening and speaking class, teachers have access to a wide range of rich teaching materials with the aid of modern techno

52、logy, but students still lack confidence in expressing themselves and formulating their own statements. Aware of all these problems mentioned above, we might as well conclude that current multimedia assisted teaching method does not facilitate a two-way communication atmosphere, student-oriented cla

53、ssroom, or cultivating students independent learning ability. D. Feasible ways to solve problems1. Encourage teachers to update their concept of multimedia, to base their teaching planning on theory of constructivism, and to tailor to different students need for language learning. Teachers roles can

54、 be dramatically altered. They offer audio-visual input, that is, they organize materials that are used to help in their lesson preparation, and provide texts, sound, digital video, grammar or vocabulary exercises that can be used in class, while students should be given more opportunities in class

55、to take part in activities, that is, each student will take turn to be a “teacher”. In group work, students can do such things as commenting on other students opinions, questioning any details of the passage, commenting on others prediction, asking each other whatever they can not understand and wor

56、king out answers together, etc. In this way, a classroom has been changed to be a place of communication (Roseshine 73) and students of each group will make different PowerPoint courseware to share with each other or to have a further discussion. Once autonomous effective learning is achieved, stude

57、nts will have ability to carry out sustainable learning.2. To avoid leaving students alone with computers only, teachers remain closely contact with them through every possible means. By inspiring and heart-felt contact with students on computers, teachers still play their vital roles. A very notice

58、able phenomenon we should pay attention to is that most of those students who stay alone with computer for many hours everyday is not because of the study by way of computer but for communication with their online friends, that is communication with others is one of the biggest attraction of compute

59、r and Internet for them, while most teachers hope that computer and Internet can be a powerful tool in the English teaching. Some students think that things can not be done in classroom may be available on Internet or Intranet. For instance, if students can not ask certain questions directly from th

60、e teacher, they may ask for help on BBS. Another common situation is that many students email the teacher, asking the same question. Teachers can discuss with students whenever and wherever so long as there is a computer, which turns out to be efficient and effective. A Chinese famous ancient saying

61、 is “sharpen your sword before going to the battle field”. Literally, this tells people to get ready and make full use of facilities as well.IV. Multimedia Teaching and Traditional TeachingEnglish teaching in the senior class in our country has been influenced by traditional method during a long per

62、iod. Under the traditional environment, teachers dominated the whole class, and the learning activity is a simple process of teaching and learning. In this kind of class activity, the emotional need of students is easily to be ignored. This kind of teaching model stands out the centre role of teache

63、r, but contuses the initiative and enthusiasm of students, thus restricting the students potential and creativeness.As an old Chinese saying goes, first impressions always stick to the mind the fastest. The same is true with the learning of a language. Unlike native speakers of English who start the

64、ir language with beautiful nursery rhymes, children stories, etc. in which the subordinate clauses, the elliptical sentences, the prepositional phrases, come only as a matter of course. The Chinese students start off with simple, regular sentences (Yuan 345). Their text books are compiled by language teachers whose task is to rewrite from original English books by taking away the modifiers and idiomatic expressions, for they are afraid that the students ma