多媒体在英语教学中的应用(1)(3)
2017-08-08 01:33
导读：Thirdly, the academic purposes. The traditional English teaching focuses on the grammatical explanation. "It values what people know about the language rather than what they comprehend or produce." [5
Thirdly, the academic purposes. The traditional English teaching focuses on the grammatical explanation. "It values what people know about the language rather than what they comprehend or produce." [5] The teaching style is called "the academic teaching style", sometimes known as "the grammatical-translation method" and characterized by "teaching techniques of grammatical explanation and translation". [6]
Fourthly, focus only on two language skills: reading and writing. It is well known that "the teacher's teaching strengths and teaching style preference influences the character of learning climate or environment". [7] Under the influence of the traditional English teaching method--- the grammatical-translation method, "the students tend to prefer the information be presented visually rather than in spoken form". [8] They often find that it is easy to read and write but quite difficult to listen and speak.
Fifthly, limited learning resources. In traditional English teaching, textbooks and tapes are the only resources for students to learn English. But most of time, only textbooks are available for the sake of examinations.
2.3 The definition of multimedia as a teaching assistance and its characters
Under this mode, English cannot be used for communication. Multimedia, as a new technology, can provide "text, graphics, audio, video, etc."[9] and "combine reading, writing, speaking in a single activity ". [10] It is a remedy for the defects of traditional English teaching mode. Compared with traditional English teaching mode, multimedia, as a new teaching form, has the following obvious advantages.
First of all, learner-centeredness. The relationship between teachers and students is no longer subordinative. The class is planned and organized according to the students' need, that is, what to teach, when to teach and how to teach are made with reference to the learners. "Students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown, 1991)."[11] They can actively choose what to learn and learn them in their own way and at their own pace. The role of the teacher is also changed. He\She is not a director or a dominator but a facilitator who assists the learner to develop a natural capacity to communicate in English.
（科教论文网 lw.NsEac.com编辑整理） Secondly, comprehensive input. Multimedia, as an advanced educational technology, provides more audio-visual-text information. That is, people can get the information by different senses, such as by sight sense and hearing sense at the same time. The relative data is given above: when we receive the information by the two senses, we can remember 64% of it. Moreover, multimedia is good for long-term memory.
Thirdly, the communicative purposes. Multimedia provides the possibility of creating more authentic language situations, for "listening is combined with seeing, just like the real world."[12]
Fourthly, varieties of learning resources. Besides the traditional learning resources---textbooks and tapes, videotapes, CDs, etc. are available.
