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The design of EFL multi-media materials in assisting listening

The design of EFL multi-media materials in assisting listening. By Guan Lin . Content. 1.Introduction of a piece of courseware(Interactive Listening) 2.Rationale Two learning modes Sound-off Guess What does he say next 3.Constraints 4.Conclusion. 1. Introduction of the courseware.

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The design of EFL multi-media materials in assisting listening

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  1. The design of EFL multi-media materials in assisting listening By Guan Lin

  2. Content • 1.Introduction of a piece of courseware(Interactive Listening) • 2.Rationale Two learning modes Sound-off Guess What does he say next • 3.Constraints • 4.Conclusion

  3. 1. Introduction of the courseware • 1.1 Aims provide self-study practice • 1.2 Target users College students/young professionals • 1.3 Overview of the courseware

  4. 2.Rationale • 2.1 Two learning modes Approaches:Five features of effective learning strategies-IMM modes( Ramsden1992 cited in Kennedy & Mcnaught 1997)

  5. Approaches under 2 learning modes • Good teaching practice (Multimedia presentation) • Emphasis on independence(2 learning modes/help) • Clear goals(aim/main content) • Appropriate assessment(feedback) • Appropriate workload(alternative pathways=2learning modes)

  6. Kennedy and Mcnaught(1997)suggests alternative paths address different learning styles in students, engage the learner in active learning and also support emphasis on independence. • Hoven (1999) highly structured materials for beginners,whereas several levels of entry for capable students. Free study Step by step

  7. Approaches under sound-off guess • Top-down process • Listening comprehension processes • Top-down(Vocabulary and expression/Sound off guess) • Bottom-up(The learner-controlled video player/Transcripts/Form focused tasks/Glossary) • Dual top-down and bottom-up (what does he say next)

  8. Sound off guess • Approach: Top down process • Getting to know main characters in a video is more of a natural process which students may acquire through visual stimulus( Berward 1985) • The courseware provide visual context so that the users guess the role and storylines through setting, body language, facial expressions or lip movements(1983) BACK

  9. Other approaches • SLA theory-Negotiated interaction model(linguistic characteristics of target language salient/ annotations/hot-word, subtitles)

  10. Three distinctive features • Two learning modes • Sound-off guess • What does he say next

  11. Other designs • Authentic video input motivating to less proficient users • Salient characteristics draw learners attention to the formal properties of language • Hotword,hypertext and other input support negotiation of meaning, bottom-up

  12. 3 Constrains • No role for open ended-tasks • A lack of realistic person-to-person interaction

  13. 4.Conclusion • Theory based IMM (five features of effective learning strategies) Listening process (Bottom up, top down) SLA (Negotiated meaning) • Three distinctive features • Constraints

  14. THE END

  15. Top-Down process(Brown 1990) • Definition: learners use contextual and other background knowledge to understand meaning of utterance (Brown 1990) Advance Organizer(Ausubel 1961) Storyline (Hanley 1995) Pieces of information(Chung 1999) Main Character (Berward 1985) Key Words (Chuang 1999) Sound-off Guess Vocabulary & expressions BACK

  16. Bottom up (Brown 1990) • Definition:Bottom up processes involve the use of linguistic knowledge in utterance comprehension Individual phonemes Recognize words Word string (grammatical features) Transcripts Glossary Form focused tasks (grammar and function) The learner controlled video player BACK

  17. Dual Top-Down and Bottom-Up • Listening comprehension is not a linear but an interactive process,one obvious way to avoid the shortcomings of both approaches is a “dual focus on bottom-up and top down”.(Brown 1990) What does he say next (Harben 1999) Guess by the context (Top Down) Dictation (Bottom Up) BACK

  18. Negotiated interaction model(Doughty 1991) • It is the comprehensible input which provides the richest source of language for acquisition and it is the process of the negotiation of comprehensibility that facilitate acquisition. Giving comprehensible input Making the characteristics of target language salient Providing help in comprehending semantic and syntactic aspects of linguistic input colors for language form items hot-word to give annotations for strange words

  19. Providing Opportunities of Negotiation of meaning Request for help or repetition or clarification Hot-word feedback BACK

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