Мультимедиа и его влияние на преподавание английского языка

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В данной статье рассматриваются мультимедиа, эффективное в обучении и преподавании, которое состоит не просто из совместного использования нескольких медиа, а из продуманного комбинирования медиа таким образом, чтобы использовать характеристики каждого отдельного медиа и расширить возможности обучения и преподавания.

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Текст научной работы

This is little doubt that multimedia can give learners more information and resources and is one of the advantages of multimedia English teaching. But more information and resources do not mean more effective learning. For example, when the video films are being played in the class, both visual and audio information are presented to the students. In this situation, students have become the determinant elements to learn the detailed information. They can select what they think important and useful for them. However, some students involved in this kind of video English class may watch the film for fun and neglect the material. Maybe, they have got used to the didactic and duck-stuffing approach and waiting for the teachers’ instructions. This passive attitude of learning destroys the effect of multimedia language learning.

Students need to learn how to use the computer before they use it in their study. Sometimes it is necessary for students to use computer to do research or communicate with native speakers, teachers or peers. The students who always feel uncomfortable with using the computer often make mistakes when learning in the multimedia classroom.

Experts and scholars; pointed out that the advantages of multimedia assisted instruction include strengthening learning motivation and attention of learners, increasing interactivity, satisfying individualized demand, monitoring the learning condition of learner, and non-space-time restricted Internet communication allowing the learners to learn by themselves at any time and any place.

A. High Effectiveness

The use of video has been found to effectively develop listening skills and grammar. The use of a teacher-controlled multimedia tool increased the amount of communicative discourse in the classroom by both teachers and students. In this multimedia environment, students will become more active and autonomous. They will be engaged in the language learning effectively via the attractive pictures, animation or sound. They collaborate with their classmates to solve a problem or complete a project in a relaxing environment. Students can learn on their own according to their plans or purposes and teachers can act more as a guide rather than a knowledge-giver. This environment increases the effectiveness of language learning and teaching.

B. Diversity

Multimedia is the combination of sound, text, computer data, animation video, etc. So teachers have multiple conveying and displaying means to present the teaching material to arouse students’ interest, which would make the whole class more effective. For example, if encountering a boring topic but a necessary one, teachers can play a piece of light music at the beginning of the class to create a relaxing environment, which can help students become more focused. Teachers can make use of visual images relative to the boring topic to arouse students’ interest. Naturally, students can get different kinds of information using computer. Computers can display the written text and use sounds, pictures, and video simultaneously to convey the input in different ways, which assists students to understand the information more easily. Through simulation and other techniques, computer can present abstract things in a concrete way. Besides, computers also have access to various types of aids, such as dictionaries, pictures, graphs, and voice.

C. High Efficiency

In traditional English classrooms, teachers have to spend time on writing the vital language points and important information on the chalkboard. In the multimedia classrooms, the teacher can use the button and keyboard to show significant content in a few seconds as long as he or she is familiar with the operation of the multimedia. Moreover, the microphone and hi-fi stereo can reduce the teacher’s laborious work. With the courseware teachers do not need to write the same language points several times for the different classes, which will not only save a lot of time in the class, but also release teachers from heavy labor. Besides, as the internet has been brought in the teaching English class, multimedia is connected with the network and it becomes a «hypermedia», which provides a number of services including the e-mail, video conference, chat room, etc. demonstrated the following strength of hypermedia:

Hypermedia consists of different media and integration, such as text, graphic, animation, audio, etc. not only have various media and their integration greatly enriched the learning environment, but also the production of multimedia teaching material. Learners and hypermedia systems can freely realize man-machine interaction. The learner’s CAI system allows the learner to make various study commands on his own and can effectively distinguish these commands. On the other hand, responding to the learner’s requirements, the study content and the study process given by the system are in accordance with the learner’s study level. information to the students for the purpose of English learning and accelerate the process of information searching. When we need some related information, we can easily find it from the large amount of information stored on the internet. With a wealth of updated information from the internet, multimedia is popular with the teacher who need to update the teaching materials.

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Список литературы

  1. R. E. Mayer, Multimedia learning. New York: Cambridge University Press, 2001.
  2. J. H. Larkin and H. A. Simon, “Why a diagram is (sometimes) worth ten thousand words,” Cognitive Science. Vol. 11, No.1, 65, 1987.
  3. C. G Penney, “Modality effects and the structure of short-term verbal memory,” Memory & Cognition, Vol. 17, No. 4, 398, 1989.
  4. S. E. Ainsworth, “A functional taxonomy of multiple representations,” Computers and Education. Vol. 33, No. 2/3, 131-152, 1999.
  5. J. Sweller, “Implications of cognitive load theory for multimedia learning,” In R. E. Mayer (Ed.). The Cambridge Handbook of Multimedia Learning. New York: Cambridge University Press, 2005.


Саидказиева, Д.А. Мультимедиа и его влияние на преподавание английского языка / Д.А. Саидказиева. — Текст : электронный // NovaInfo, 2022. — № 130. — URL: https://novainfo.ru/article/18905 (дата обращения: 25.01.2022).