How to Permeate Multimedia Theories in English Teaching in the Countryside By Peng Yong 专业代写
Acknowledgements It was a great pleasure to do something helpful for the poor students in the countryside. Special thanks in the countryside. Special thanks must go to Mr. Kong Lincui for his support for me, for his invaluable comments and guidance; to all my teachers and students than searched the ways of English with me all these years. I would like to thank Mr. Deng Daoxuan for his instructive works. Thank him for his helpful book Internet-based Foreign Language Teaching. I would like to thank all those people who have helped to shape this paper. Particular thanks go to Ahamd, Healy, Kenny, Warschauer and Willis. Additional thanks to Miss Yang Yuanqin for her critical view to develop my teaching skill, to help me keep thanking about something helpful for those students in the villages or mountains. 摘 要 本篇论文主要讨论如何在中国偏远的农村学校渗透多媒体理念,开展英语教学的问题.中国 农村学校多,许多地方偏僻,条件相当差,无法在短期内达到城镇学校电化教学配备要求. 而在多媒体教学风靡全球的今天,怎样引导好农村的英语教学使之与现代教育大流接轨,当 是农村英语教学第一要务.这篇论文是针对农村的实际,对如何把现代的多媒体渗透到因条 件受限无法配备电脑和网络的农村英语课堂中去而进行的一次尝试性探索.衷心希望关心这 一议题的专家和教师给予批评. 关键词: 农村英语教学 渗透 多媒体理念 ABSTRACT There's no computer or internet in the most of the schools in far away villages in the country. But multimedia approach has become the hottest point of language teaching. How to lead the English language learning and teaching in those places could we get along with the modern world. How to permeate multimedia theories in English teaching without using a computer! Is it possible? Do the teachers in those places think about that question? Would they like to discuss it and do something to help? I truly hope more teachers and educators care about the question and develop it indeed! KEY WORDS: Permeate multimedia theories in the countryside
批注 [U1]: 专业代写论文与发表,Q 扣:1259954887
During the past few years, computers as a new technology, its influence has pervaded the aspect of the educational sectors of our world. As Kenny points out,''…using the computer made a
greater contribution to marginal rather than central elements of language learning." (Kenny, 1990:
  90).Computers and the Internet have been changing the old ways of English teaching greatly. Integrative Computer Assisted Language Learning (CALL) seeks both to integrate the varies skills of language learning and to integrate technology more fully into language teaching (Warschauer & Healey,19
  98) Till today, with the help of computer we can share all sorts of things with the world, get authentic materials from anywhere. With the focus on language, communication, and culture in national students for foreign language learning(Standards,19
  99), foreign language teachers are continuously searching for better ways of accessing authentic materials and providing experiences that will improve their students' knowledge and skill in these target areas. But in the countryside in China, in those far away mountains and villages, most schools haven't been equipped well enough to use computers or the Internet. It's quite a big problem for these places to use the modern technology. And it is impossible for the teachers there to use computers in class in very few years. So how to direct the education in these areas is of great importance. Very few educators care much about the English language teaching in these poor schools. The teachers in these areas have to help themselves to solve the problem through experiences. I think I'm among them. In my paper I also used some learners' and educators' theories .I would like to discuss this question: How to Permeate Multimedia Theories in English Teaching in the Country. This question consists four parts. Each of which can be described as the following: Part Ⅰtells the recent situation of English learning and teaching in the world and the real problem in many poor far away schools in China. Give this question: Do we need to use multimedia programs in these schools? How to use them? Part Ⅱanalyzes the multimedia theories and programs. Looks at certain teaching plans or activities (each focus on language study, communication, speaking, listening and reading) that can be used in the classroom, making comparison between two different equipments, discussing how to design and set up the plans and activities. Part Ⅲ sums up the main ideas to permeate multimedia theories in English teaching in the country without a computer or the Internet. Part Ⅳ draws a conclusion that we ought to permeate multimedia theories in English teaching even without a computer or the Internet in the classroom, especially in those poor countryside schools. Part Ⅰ Multimedia Impact English Teaching In the past ten years or so, computers helped the teachers with their teaching very much. It develops all the time. Multimedia is another great development of Computer Assisted Language Learning (CALL). People use the computer to make a greater contribution to marginal rather than central elements of language learning (Kenny, 1990:
  90).Teachers have moved to a socio-cognitive view that emphasizes real language use in a meaningful authentic context. As Mr. Deng Daoxuan says, "Multimedia technology?exemplified today by the CD-ROM allows a variety of media (text, graphics, sound, animation and video) to be accessed on a single machine. What makes multimedia even more powerful is that it also entails hypermedia, that means that the multimedia resources are all linked together and that learners can navigate their own path simply by pointing and clicking a mouse (Deng Dioxin, 2004:
  17)
Computers help the English Language teaching and learning very much too. They are such powerful aids that multimedia approach has become the hottest point in English teachers have been using them to teach and study English. If you give a common opening class in a common school without using multimedia, the class will be sure to be criticized by other teachers that present to study and discuss. By using computers students have become active participants in learning and are encouraged to be explorers and creators of language rather than passive recipients of it (Brown.19
  91) Multimedia can also help teachers and students to use internet. The teachers can make programs themselves or down load programs on line. These programs (with graphics, sounds, animations and video) make great impacts so the students can be impressed more deeply and learn more easily. The teachers can arrange more content in the same period of time. There's no doubt you can find the advantage of multimedia approach for English teaching by contrasting the old ways of English studying. Multimedia has turned the tide of today's Language teaching. English teachers need to equip their minds with multimedia theories and use computers and multimedia programs in their classrooms. But in the countryside of China, the teaching conditions are not very good. In some places, you couldn't find even a TV set or a VCD player in the schoolrooms. How could the teachers there use computers? How could they make use of computers? In fact, these less developed places are much more needed to use the powerful teaching properties indeed. But they are too far away and poverty stricken. It is impossible for them to get along with the other rich town or city schools in a few years. Then, hat should the teachers do? Let it be, or try to do something to help? Surely, the English teachers can't put multimedia aside. There must be a way for them to make use of it. That is, they ought to think of ways to issue the main idea of the multimedia theories in the English Language teaching. By doing that, they would not fall behind the tide of the modern open world, and they could make contributions to the state, to the nation and to the people. Part Ⅱ Multimedia and Its Ways It sounds unthinkable to make a multimedia plan without a computer. It is even more unthinkable to give a "multimedia" class without a computer or internet! How could a class have much to do with the multimedia without using those powerful aids? Let's make sure what multimedia is. What does multimedia mean? To search the old ways of teaching and learning English language in China, we can find people would like to study it by grammatical explanations and translation tests. Very few people cared about oral drills or practice. The students learned English, they tried to get a high score in the tests instead of using it as a tool to communicate in their every life. English became only a "subject", not a "language". Today we also learn English at school. But the teachers and the students are trying to make use of it as a tool to communicate. As Mr. Deng Daoxun tells us, "so the teachers teach in a communicate manner, in a more integrative manner, for example using task or project-based approaches. The challenge for advocates of CALL was to develop models which could help integrate the various aspect of the language learning process. Fortunately, advances in computer technology were providing the opportunities to do just that"(Deng Daoxun,2004:
  16) . Mr. Deng Daoxun also explains that multimedia approach is a kind of technology that is
exemplified today by the CD-ROM which allows a variety of media with text graphics, sounds, animations and videos to be accessed in a single machine?computer. We can get what we want in the program by clicking the mouse of the computer, just like playing a film on the screen. We can get the phenomena of real life on the screen. The computer can get almost the real life itself and show it to the students in the schoolroom. If we could bring the real life itself into the schoolroom without using a computer, the result is as good as using multimedia approach. That may be quite difficult but is what we need to access in the country schools and far away villages or mountains in China. Let's suppose to cut the variety of media into pieces. Issue them one by one, then joint the parts together. If we could joint them together without a computer or internet, we could get another kind of "multimedia approach". So we need to permeate multimedia theories in our English teaching. For instance, to teach making telephone calls. It's very easy to teach and learn by using a computer and a projector. You can play a period of video with the situation of making telephone calls in it. But I there is no computer, how to issue the task in a multimedia way? Try to do it like this: Prepare two model phones (or real phones), a tape recorder, a box of tape recorded the voice of the telephone ringing and the telephone conversations. The teacher himself can make a telephone call to a friend of his in class. He holds his phone and dials. Then presses the "PLAY "button of the recorder to play the tape. Then the ringing comes from the recorder as well the friend's voice. So the interesting conversation begins….. By this means, the teacher is sure to give a multimedia lesson, even more than a computer-based one. There's another example, the task of learning and talking about the animals in a zoo. With the help of the computer and the Internet the lesson can be sure to be planed exciting and interesting. We can make courseware on a computer or download one from the Internet. Play the video to show the animals with sounds and motions. ……How fabulous it is ti use a computer to teach this part! But now the problem is, there's no computer. There is no zoo nearby. To give such a lesson may be difficult and boring. But if you permeate multimedia theories in the course, the problem can be solved successfully. We can plan it like this: 1 Using pictures. Prepare a picture of a zoo and some pictures with animals on them. 2 Using toy animals or animal masks. 3 Recording the sounds of the animals that you need to teach. While you show the students the pictures to teach the names of the animals, play the tape and get the students to listen to their sounds. Repeat several times and get the students to go over and talk about the animals. You can let some naughty boys imitate the animals. e.g. Ducks: A duck is a big bird. It can live both on land and on water. It is good at swimming and fishing. Fish is the duck's favorite food. People feed ducks to get eggs and meat. the duck can sing like this, quack, quack, quack……. Arranging the class like this, you'll feel it's more acceptable, more relaxing and more interesting. There's one more example: To learn to express time. Talking about time in English is one of the most important points for junior students to grasp. It is also very difficult. The students need to use cardinal numbers (from 0 to
  59) to express the time. They also need to use o'clock, half, a quarter, past and to to express. The lesson would be boring if the teacher only explains the rules. And the students couldn't learn well. But if we permeate multimedia theories during the course, things could be changed greatly. Here's a way to issue the task which could lead the teacher and the students to a successful field.
 

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