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Anna MichelCALL 570
Chapter 13: Using Multimedia for Input and Interaction in CALL EnvironmentsProf. Leo van Lier
DISCLAIMER: Most of the software that is analyzed in this chapter is outdated. I have done my best to give you some general guidelines to think about when determining the pedagogical value of software and using the Internet.
Questions to think about:
How can the CALL environment best provide (a) exposure to language (input) in a variety of modes and representations and (b) opportunities for interaction or negotiation with the language (output) in a variety of modes?
Multimedia in CALL environments means:
- Input from written text may be enhanced by pictures, graphics, animations, videos, sound and hyperlinks
- Allows students complete control of the number of repetions and the amount of nonlanguage media support (instant glossing, replay of audio and videos etc.)
EVALUATING MULTIMEDIA PROGRAMS AND SOFTWAREThe individual teacher must still decide how much weight to give each of the aspects and at which point in development the learner might benefit from one or the other.
FOCUS ON INPUT:
- Listening and Vocabulary
- Are photos and text sequenced logically providing comprehensible input?
- Is there social contextualization? Does text represent real language (contractions, colloquialisms, etc)?
- Is there built in opportunity for interaction? Does negotiation of meaning occur?
Advantages of Multimedia:
- a “safe language experience” no one to display inpatience or frustration
- students at too low of a level to benefit from classroom instruction
Disadvantages of Multimedia:
- special effects can be exaggerated (especially in softward for children) they may distract students from learning words.
- Discourse
- Does software focus on discourse functions of the language?
Advantages:
- can provide naturalistic input enhanced by drawings, animations, and sound effects
- Students can take advantage of preferred learning modes to gain entry into the language
- Students can listen to realistic sounding conversations that take place in work or home venues
- Authentic Language Sources for Advanced Learners
This section seems outdated, but does give some ideas for web-sites that provide either video or sound clips:
us.imdb.com/, , , ; For a complete explanation, visit p. 199 in the CALL textbook.
A plan for using authentic resources in the classroom:
In the classroom, review vocabulary found in the dialogue or sound clip.
In CALL lab, students listen to clip and take notes
Outside of lab, students create a new dialoge using similar vocab for related situation.
Students present the dialoge to other class members
Students analyze each other’s use of vocab and social collocations, using a rubric prepared by the teacher and/or learners.
- Reading Hollistically
Disadvantages of using a computer:
- Reading can cause eyestrain
- breaks between screens can disrupt flow of reading far more than turning a page
- page are much smaller on screen and contain less text disrupting the cognitive work of the mind in predicting and constructing larger meanings from the words, sentences, and paragraphs.
Advantages:
-Sound Capabilities: leaners may be able to hear text read aloud avoids trauma of reading aloud in class or boredom experienced by other classmates. Being read to models the reading process and accostoms learner to sentence patterns and vocab collocations that they may recognize in oral language.
-Scrolling: the computer can scroll at preset reading pace rather than turning pages. To avoid boredom, teacher should provide global comprehension questions
-Hypertext and Hypermedia: Allow instant glosses (online access to dictionaries). avoids time turning pages to encounter a vocab word. Could be a problem if learner becomes too dependant and doesn’t use predictive reading strategies.
- The Internet as a Reading Source
This section lists websites for free multimedia reading materials. This information is outdated so other sources should be consulted as well to supplement this section. Here are some of the websites they suggest:
Project Gutenberg:
Public Broadcasting System
Discovery Channel
CNN Interactive
CNN San Francisco: Interactive Learning Resources
These websites not only contain a wealth of written texts, but video and radio broadcasts as well some may even contain transcripts of TV shows.
- Reading in Context
Basically, the computer can enhance textual input by providing sound, graphics, pictures and videos.
FOCUS ON OUTPUT
- Speaking and Interaction
Advantages
Many language learners do not have the opportunity to interact with native speakers in a meaningful way; if they do, their efforts may be rebuffed or misunderstood because discourse conventions differ among cultures. The CALL environment may be an ideal safe haven for learners to practice interaction before plunging into the deep waters of real conversation.
Disadvantages
Computers speech recognition is still limited learners can practice pronouncing and speaking but the computer doesn’t interact with them.
- The Computer as Speaking Environment
Best way a computer can foster interaction is by talking around the computer than to it. This can be done in various ways:
Using Simulations: Students use the computer to prepare an oral report on an assigned topic to the class.
Making i-Movies: (not mentioned in the book) Students write, produce, direct, and present a video on whatever topic to the class.
- Writing as Interaction
Various electronic classrooms allow for small groups to meet and discuss topics electronically. They can brainstorm ideas, discuss topics, respond to each other’s writing through peer feedback and editing.
Advantage
Most verbally fluent students cannot dominate group, because each member has plenty of time to compose and type each question.
Multimedia Projects: Students can practice tasks that they will use in the academic and business worlds (Power Point, Desktop publishing, and Hyperstudio). The book lists a variety of projects which the students can do such as: hometown magazines, multimedia journal, school newsletter, cross-cultural friends, travelogue.