Learning a Second Language with Multimedia Materials

1. Learning a Second Language with Multimedia Materials

2. Introduction • Researches identified TWO instructional approaches to support students’ acquisition. • Proponents of the structural approach that believe drills and practice are the best way to learn grammar and vocabulary. • The cognitive approach which emphasizes how students interact with the language. Instruction is based on activating prior knowledge and allowing the learner to build the cognitive skills required to understand, process and interact with a language.

3. Three stages OF COGNITIVE APPROACH • Comprehensible Input • Interaction • Comprehensible Output

4. Comprehensible input • In order to identify the important features in the linguistic and non-linguistic info that learners’ received, it is needed for them to be assisted with multimedia instructional approach as their guideline in seeing words, sentences, passages or images. • It can increases the accessibility of materials by the multimedia glossary for problematic vocabulary. • Students’ comprehension of the content increases.

5. interaction • The new topic that the teachers taught must be linked with the previous topic, so that students can linked them together. • Students’ interactions of content can also be more effective when they can control their own mode of presentation rather than graphic organizers. • The teachers also can allow students to make their own presentation with their own creativity and style.

6. Comprehensible output • Students need to be actively participated in learning process. • Self-correction is needed in this stage. • By using text-to-speech program, it will gives the students their right to check the mistakes and make correction right away. • Students that usually use the second language dictionary are more engaged in the learning process and receive more information compared to the students who don’t.