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The use of technology in teaching second languages has been increasing dramatically over the past few years. University language departments and U. S. government agencies' language training divisions are implementing various technologies into the curriculum on a regular basis.
Several school districts across the nation are creating special magnet high schools where technology, international studies, and second languages are emphasized. Technology is becoming a bigger part of both in-class and home study, as the traditional use of audio and films is supplemented by computer-assisted instruction and interactive media technologies. The tools of technology are becoming more and more accessible to second language teachers and students. Audio and video are available in formats that allow greater control and better integration into the learning experience. Other recent developments in technology have led to the widespread use of computers for language instruction. Multimedia software that combines digital text, images, audio and video, as well as the recent proliferation of international sites on the World Wide Web, have permitted immediate on-line access to the world, its people and its languages.
While the new tools can never replace teachers, these new technologies can: enrich and enliven foreign language courses; provide greater diversification of learning activities; accommodate different learning and teaching styles; effectively motivate students who live in a technologically developed society; offer students additional guidance and practice, involve students in foreign language environments without having to leave their regular classrooms and so on. The computer by itself has many capabilities for enhancing language learning but combined with other technologies, such as audio, video, modems and phone lines, and satellite dishes - the possibilities are even greater for the second language learner. Many databases, bibliographies, and multilingual dictionaries are now accessible to students for research and language learning purposes. Most information and dictionaries are stored on CD-ROM.
This eases greatly the possibility of transmission of the information. Computers can be used with an audio source to teach and test active listening skills. With the addition of a computer-controlled tape recorder or a CD-ROM drive, interactive audio lessons are possible. Computers controlling a linear video (VHS) player or a laser videodisc player provide interactive video instruction. Together with modern technologies traditional exercises (such as speaking, reading, writing and listening) also must be used.
They can be successfully combined with computer. For example, videotapes or interactive videodisc programs can provide excellent listening comprehension activities, given a good listening guide prepared for the students. Depending on the language level, students listen for just the main idea or jest of a segment, or they listen for specific facts in the video program. Reading skills can be substantially developed using computer-assisted instructional programs. Technology-assisted activities such as fill-in-the-blank, multiple-choice, and true / false questions help students to write at the word level. Other types of software, such as databases and spreadsheets, provide students with practice in retrieving information and problem-solving skills.
Some word processors are bilingual and provide on-line assistance with dictionaries, spell checkers, and grammar helps. When technology is interactively used among students, cooperative writing activities are strong motivators to help students develop writing skills. The key to the effectiveness of these technologies, however, lies in their proper use. Consequently, there is an ever-increasing need for programs that teach teachers how to use the available technologies effectively. While the number of generic educational technology courses is increasing in the higher education arena, these courses seldom address the unique concerns that foreign language teachers have with regard to the integration of listening, speaking, reading and writing skills, the use of authentic culture materials and foreign language characters, accents, and non-latin alphabets.
For many years, basic drill-and-practice software programs dominated the market in computer-assisted language learning (CALL). These programs focused on vocabulary or discrete grammar points. A vast array of drill-and-practice programs is still available; in addition, however, an increasing number of innovative and interactive programs are being developed. Simulation programs, while reinforcing grammar points, present students with real-life situations in which they learn about the culture of a country and the protocol for various situations.
Games such as the foreign language versions of "Where in the World Is Carmen Sandiego?" by Broderbund Software or "Trivial Pursuit" from Gessler publishers provide an entertaining environment for students to learn culture and the target language through problem-solving and competition. In addition to their individual programs, computers linked together in networks are expanding the way we teach and learn foreign languages. Local area networks (LAN) are computers linked together by cables in a classroom, lab, or building. Certain LAN setups allow students and teachers to correspond with each other via computer or to conduct collaborative writing activities in the target language. Exercises on such a system enable students and teachers to communicate back and forth. Expanding the unique capabilities of the LAN, long distance networks -- or computers linked together across long distances -- facilitates communication with students throughout the United States and abroad.
Computers can communicate across thousands of miles via modems and phone lines using telecommunications software. Communication abroad gives direct interaction with native speakers. Compact disk technology has many uses in foreign language education, including information retrieval, interactive audio, and interactive multimedia programs. CD-ROM allows huge amounts of information to be stored on one disk with quick access to the information. Publishers have put complete encyclopedias, which could fill more than a dozen floppy disks, on one CD. Students and teachers can access information quickly and efficiently for use in and out of the classroom.
In recent years, many foreign language computer programs have been put on compact disks, eliminating the need for many floppy disks. A new dimension has been added to many of these programs; digitized sound. Compact disks that use digitized sound offer quick random access to information as well as superior sound quality. With such programs, students are able to hear the pronunciation of a phrase, a word, or even a syllable or sound and then record their own voice following the example.
The students can then listen to the original recording, as well as their own, and compare the two. They can record their own voices again and compare the two until they feel their pronunciation has improved or is correct. The most recent advance in CD technology is the development of the CD-I (compact disk - interactive). This technology includes digitized sound, compressed video, animation, and possibly text to create a multimedia platform for interactive programs. Using technology in the classroom can take a variety of forms. It may involve incorporating the viewing of a videocassette or television program in a lesson on intercultural interactions or asking learners to create audio recordings of a dialogue between an employer and an employee discussing a grievance.
It may mean having learners work individually or in groups on a software program or participate in project-based activities that utilize sites on the World Wide Web. Technology is involved in all these examples. Choosing among the range of options and integrating the choice effectively becomes the challenge. Another great resource for studying second language is Internet.
As the Internet has transformed communication around the world, it is natural that it should play a major role in the foreign language classroom. We can share all sorts of things with the world, get authentic materials from anywhere, and interact with people in distant locations as never before. Email was in use before the Internet as we know it today even existed and is still the most commonly used Internet application. For example, international keypad projects that enable students to correspond with native speakers of the target language are easily implemented where participants have the necessary access, equipment, and foreign contacts.
The requirements for email are minimal, making it the most available of all Internet tools. Distance learning is another curricular area where email is being used. Today's email software can handle text in a wide variety of languages. The software also allows us send sound and images as attachments that enhance the context of the written communication. Electronic discussion groups or "lists" use email to provide a forum where people of similar interests can participate in a professional dialog and share resources. Some are service lists, such as LLTI (Language Learning Technology International Discussion Forum), which distributes information about all aspects of the technology used in language teaching.
Several electronic journals target foreign language professionals. Generally, these journals are free, are published on a regular basis, and do not exist in paper form. There are a number of reasons for publishing a journal online. First, electronic journals can reach a large and diverse audience in a timely manner and without the printing costs of a paper journal.
Second, the hypermedia nature of Web-based journals enables articles to include links to related background or reference information located elsewhere on the Web. One way of connecting students with native speakers and authentic A-V materials is by using the technologies of streaming audio and video, which virtually transport the target language environment to the second language classroom without waiting for huge files to download. Students can listen to live radio stations from around the world or hear pre-recorded broadcasts of music, news, sports, and weather. They may watch the nightly news throughout the world transmitted to their computer in real-time. This technology keeps getting better thanks to faster computers and better Internet connections. RealPlayer and Media Player are the two most common streaming formats, and both can be freely downloaded.
Many library catalogs, bibliographic resources, and other types of databases are available on the Internet through a Web browser. Many of these used to be housed in closed systems or on CDs, but more and more are now Internet accessible. Audio and video conferencing programs, such as CUSeeMe and MS NetMeeting, are options for engaging foreign language students in voice conversation. Users can talk directly to their interlocutor and, using the proper hardware and software, can even see and be seen by the person they are addressing. These new technologies are already powerful and have the potential for tremendous impact on the ability of students to communicate directly with native speakers in target language environments. The main point of this essay is the description of great variety of technologies used in studying foreign languages.
But I believe, that we shouldnt forget about traditional ways of learning. Unfortunately, most of them cant give the full ability to progress. Development of your linguistic faculties depend not only on manuals you read, exercises you do and tests you do, but also on tapes you listen, video you watch and native speakers you communicate with. Such communication is made easier due to modern technologies: Internet, E-mail, CDs, audio and video. Contemporary world has also created a lot of possibilities for learning second language. A lot of schools, colleges with all modern conveniences, courses for children and adults are opened throughout the country.
New methodic's are created by scientists, new books are written. But the main sources of information are provided with the help of technology. For example, due to technology we have free access to communication with native speakers, we can learn real pronunciation. Thus, contemporary devices destroy the problem of far distances and even time differences. The new technologies offer many possibilities to the second language learner.
The effectiveness of these technologies depends on appropriate use by informed educators. Neither textbooks nor technology can replace the live, unprogrammed feedback and interaction of the language teacher. REFERENCES Davis, R. C. (1992, March). Multimedia support for studies in foreign language and culture. "IBM Higher Education: Supplement to T.
H. E. Journal, " 36 - 37. Garrett, N. (1991). Technology in the service of language learning: Trends and issues. "Modern Language Journal, " 75, 74 - 101. Krause, J. (1989). "Telecommunications in foreign language education: A resource list.
ERIC Digest. " Washington, DC: ERIC Clearinghouse on Languages and Linguistics. Peyton, J. K. , & Batson, T. (1986). Computer networking: Making connections between speech and writing. "ERIC/CLL News Bulletin, 10 (1), 1 - 6.
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Research essay sample on Audio And Video Students And Teachers
