Abstract
Using multimedia to create a context to teach English has its unique advantages. This paper explores the characteristics of multimedia and integrates how to use multimedia to optimize the context of English teaching as its purpose. In this paper, eight principles, specifically Systematization, Authenticity, Appropriateness, Interactivity, Coordination, Pluralism, Intelligibility, and Penetrability, are summarized to fulfill this purpose. Through using multimedia and the creation of context in optimizing English language teaching, the study also hopes to improve students’ competence in thinking and practicing, which can be adopted to provide an effective method of using multimedia in English teaching and learning.
Highlights
Context denotes the specific context of the language forms, known as the scenario
It is known that the term “multimedia” was coined as a result of technological development; it is the combined form of words “multiple” and “media”, while its counterpart is “monomedia”
Using multimedia in context creation creates a good platform for the exchange between teachers and students, while at the same time providing a language environment that improves on the traditional classroom teaching model
Summary
With the rapid development of science and technology today, as well as the theme of globalization and economic integration, multimedia teaching has gradually entered the day-to-day classroom and has been especially well-promoted and popular in Chinese universities. The core of multimedia teaching is using the computer, based on the current information, to create a platform of exchanges and communication between teachers and students through sound and text. In this way, teaching effectiveness and quality can be improved based on specific and three-dimensional teaching. In colleges and universities among economically developed regions, multimedia teaching is still mainly in the second stage of its development. It is generally acknowledged that multimedia teaching, using multimedia for ELT, is helpful in context creation, as well as in eliciting motivation from the students for the purpose of changing the traditional “cramming” teaching method, which may lead to so-called “Dumb English” or “Deaf English” (Note 1)
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