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45Scientific Journal Impact Factor
HOW SIGNIFICANT ARE MULTIMEDIA RESOURCES IN TEACHING AND LEARNING ENGLISH LANGUAGE
Umarova M.B, USWLU, the senior teacher of the department of English teaching Methodology, umunira 78@gmail.com
Abstract: Considering the point that the distribution speed of different kinds of media is in parallel to worldly-recognized languages, particularly, English language, it is required to analyze their efficacy when they are blended in language learning and teaching procedure. Taking advantage of this opportunity, this article is mainly directed to examine the importance of how can multimedia resources have positive impact and contribute to the learning and teaching process of English language. It will also explore the Multimedia applications and the Internet, standards for Multimedia-language students, also teaching and learning with Multimedia. Moreover, strenuous effort was made to show some English teachers and student's attitude towards the use of Multimedia in English language teaching.
Key Words: Multimedia Resources, Verbal channel, Graphics, Blended learning, multi-sensory experience, computer image, animation effects, dual channel assumption, audio visual effect.
Аннотация: Принимая во внимание тот факт, что скорость распространения различных видов медиа параллельна всемирно признанным языкам, в частности английскому языку, необходимо проанализировать их эффективность, когда они смешиваются в процессе изучения языка и преподавания. Воспользовавшись этой возможностью, данная статья в основном направлена на изучение важности того, как мультимедийные ресурсы могут иметь положительное влияние и способствовать процессу изучения и преподавания английского языка. Он также изучит мультимедийные приложения и Интернет, стандарты для студентов, изучающих мультимедийный язык, а также преподавание и обучение с помощью мультимедиа. Кроме того, были приложены огромные усилия, чтобы показать отношение некоторых учителей английского языка и студентов к использованию мультимедиа при обучении английскому языку.
Ключевые слова: мультимедийные ресурсы, вербальный канал, графика, смешанное обучение, мультисенсорный опыт, компьютерное изображение, анимационные эффекты, двухканальное допущение, аудиовизуальный эффект.
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INTRODUCTION
In the era of today's globalization, it is prerequisite for not only students or educators but also for each of the person to become bilingual or multilingual in order that they can create and form relationship with their counterparts around the globe. The spread and development of English language around the world as a lingua franca, English as a second language (ESL) or foreign language (EFL) enjoys prestige and even authority of the first language in many corners of the globe. Technology is one of the most significant drivers of both social and linguistic change.
Technology can be viable option as well as solution to many problematic issues, and in general makes areas of life easier, more entertaining or more efficient. Graddol [1] states that, "Technology lies at the heart of the globalization process; affecting educational work and culture". Since there are more and more English learners in different countries including our country, Uzbekistan, different teaching methods have been implemented to test the effectiveness of the teaching process. One method involves the use of multimedia in the learning of English language. Technology is adopted for the advancement of modern styles; it satisfies both visual and auditory senses of the students. According to David Graddol, "It is the language at the leading edge of scientific and technological development, new thinking in economies and management, new literatures and entertainment genre." With the rapid development of science and technology, the emerging and developing of multimedia technology and its application to teaching, featuring audio, visual, animation effects come into full play in English teaching class and sets a favourable platform to reform and to explore on English teaching model in the new era. "The rapidly developing technology of the English speaking countries has made British and American television and radio programmes, films, recordings and books readily available in all but the most undeveloped countries," [2]. It is proved that multimedia technology plays a positive role in promoting activities and initiatives of student and teaching effectively in the classroom. Technological innovations have gone hand-in-hand with the growth of English and are changing the way in which we communicate. "Printed core materials, it was felt, would survive, but the demand for 'a better fit' meant that the variety of add-ons would grow, and as technology developed and became more available these supplements would be increasingly available online" [3]. Although nothing can fully replace an experienced teacher, technology has done much to assist teachers in their efforts in the classroom. There are many techniques applicable in
DISCUSSION AND RESULTS
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various degrees to language learning situation. The teaching principle should be to appreciate new technologies and functions where they provide something decisively useful and never let machines take over the role of the teacher.
Multimedia is the combination of different content forms. It includes a combination of text, audio, still images, animation, video, or interactivity content forms. It is usually recorded and played, displayed, or accessed by information content processing devices, such as computerized and electronic devices, but can also be part of a live performance. Multimedia provides a complex multi-sensory experience in exploring our world through the presentation of information through text, graphics, images, audio and video, and there is evidence to suggest that a mixture of words and pictures increases the likelihood that people can integrate a large amount of information. Students learn best by seeing the value and importance of the information presented in the classroom.
A cognitive theory of multimedia learning has been presented by researchers which is based on three assumptions suggested by cognitive science research about the nature of human learning — the dual channel assumption, the limited capacity assumption, and the active learning assumption. The dual channel assumption is that humans possess separate information processing systems for visual and verbal representations. For example, animations are processed in the visual/pictorial channel and spoken words (i.e., narrations) are processed in the auditory/verbal channel. The limited capacity assumption is that the amount of processing that can take place within each information processing channel is extremely limited. In addition, the learner may convert some of the spoken words into verbal representations for further processing in the verbal channel whereas some of the animation can be converted into visual representations for further processing in the visual channel. The learner must select relevant aspects of the incoming images for further processing. The second set of processes is to build a coherent mental representation of the verbal material (i.e., form a verbal model) and a coherent mental representation of the visual material (i.e., form a pictorial model). These processes are called organizing. A third process is to build connections between the verbal and pictorial models and with prior knowledge. These processes are called integrating. The processes of selecting, organizing, and integrating generally do not occur in a rigid linear order, but rather in an iterative fashion. Once a learning outcome has been constructed, it is stored in long-term memory for future use. According to the cognitive theory of multimedia learning,
Adopting Multimedia in learning procedure:
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meaningful learning depends on all three of these processes occurring for the visual and verbal representations. According to this theory, learners can engage in active learning (such as the processes of selecting, organizing, and integrating) even when the presentation media do not allow hands-on activity (such as printed text and illustrations, or animation and narration).
The challenge of multimedia instructional design is to prime and guide active cognitive processing in learners so that learners construct meaningful internal representations.
Why would any teacher want to use multimedia materials in the classroom? With the availability of improved technology, hi-tech quickly incorporated the new tools, correctly perceiving that slick multimedia presentations have a certain amount of entertainment value for learners. "The use of video in the classroom also provided extra stimulation and photocopiers (or Xerox machines as they used to be known) allowed content to be quickly reproduced and distributed" [4]. Several studies show that computer-based multimedia can improve learning and retention of material presented during a class session or individual study period, as compared to —traditional lectures or study materials that do not use multimedia. The potential pedagogical value and rationale for using classroom media in these three points are as follows:
(a) To raise interest level - students appreciate (and often expect) a variety of media.
(b) To enhance understanding - rich media materials boost student comprehension of complex topics, especially dynamic processes that unfold over time.
(c) To increase memorability - rich media materials lead to better encoding and easier retrieval Relationship between Multimedia and Language Teaching. The most common function of multimedia and internet is to assist the teacher their association is as follows. Promote Interaction between Teachers and Students the use of multimedia to carry out discovery, discussions and instructions to change the role of teacher in teaching and arrange students to participate appropriately; educators change from the messenger of informational instruction to the operator of instruction.
(d) Help Teachers to teach suitably the use of multimedia enables the teachers to have more flexibility and change while teaching and the development of
Is Multimedia such an effective tool?:
Oriental Renaissance: Innovative, R VOLUME 1 | ISSUE 4
educational, natural and social sciences 0 ISSN 2181-1784
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multimedia enables the teachers to understand the learning types and differences of students while teaching.
(e) Promote Students' Study Capacity the learners can practice themselves through multimedia repeatedly to train their ability to react and this is not restricted by time and space; therefore, they could learn by themselves to obtain limitless learning capacity besides the limited teaching time in traditional classroom atmosphere.
Blend the Multimedia Design with diverse Teaching Materials. Multimedia could combine the picture, animation, sound, and text to assist learners, where the picture or animation could offset the deficiency of text and sound could allow the learners to experience the real scenario, which is favourable to the learning of language.
Use of graphics and presentations in English language teaching
Some graphics software like Microsoft PowerPoint can tremendously improve many of the presentations language instructors use in teaching. In the recent times, "the English teachers considered Power Point to be a simple multi-media application that encourages the students to study set texts analytically"[5]. Such software graphics packages allow teachers as well as students to copy and create images, set the timing of material, formulate charts and graphs and make excellent visual presentations in English language classrooms. These graphics and presentations can help teachers to organize his content and place it in a dynamic format for an effective teaching. On the other hand, flashy graphics are no substitute for a well—rehearsed presentation. During presentation, the text presented on the Overhead Projector screen must also support the material presented orally.
Pedagogical relevance in the use of Multimedia in language learning
At present the main concern is all about the use of Multimedia to improve language teaching and learning. In fact there is no correlation between the learning language and using the language in a real situation in day to day life. Many language experts stated that schools need to move beyond the emphasis on subject content required by the present language students and focus more on 21st century dominant themes, like use various Multimedia resources and information and communication technology in teaching and learning.
CONCLUSION:
Whether some conservational educational authorities and other related individuals agree or not, it has already been high time to accept the benefits and even
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sometimes superiority of multimedia resources over traditional language teaching. Teachers can incorporate multimedia learning into their classroom by identifying the learning styles of their students, matching teaching methods to learners' multimedia learning for difficult tasks, strengthening passive learners' multimedia learning through easier tasks and drill and teaching students, selection of learning strategies.The opportunities multimedia offers to teachers are enormous for making learning and teaching environment meaningful and effective. One of the foremost goals of multimedia language teaching is to promote students' motivation and learning interest, which can serve as a practical solution to get them involved in the language learning procedure. Therefore, it promises that the teaching quality will be improved and applying English skills on the part of students is effectively cultivated, meaning that students' communicative competence will be further developed. This process can fully improve students' ideation and practical language skills, which is helpful and useful to ensure and fulfil an effective result of teaching and learning. As an ending point, we should always acknowledge and always keep our minds that no matter how beneficial work/time-efficient are multimedia resources in educational fields, human factor possesses the primary and leading role. So, not any kind of technological achievements or other inventions can be an alternative for a real teacher whom we always respect and care for.
1. David Graddol, Andrew. Using Technology in Teaching. New Haven and London: Yale University Press, 2005. Print.
2.Broughton, Geoffrey, et al. Teaching English as a Foreign Language. London and New York: Routledge. 1980. Print.
3.Block, David and Cameron, Deborah, Ed. Globalization and Language Teaching. London and New York: Routledge. 2002. Print.
4. Chin, Paul. Using C & IT to Support Teaching. London and New York: Routledge. 2004. Print. 2.
5.Goodwyn, Andrew, Ed. English in the Digital Age - Information and Communications Technology and the Teaching of English Language. London and New York: Cassell, 2000. Print.
6.Erben, Tony and Ban, Ruth. Teaching Language Learners through Technology. New York and London: Routledge, 2009. Print.
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