“The solution of problem teaching through information technology in English Language Teaching and Learning”: An Analysis.

IMANBAEVA ZHANARA

1. Introduction:

With the spread and development of English around the world, English is used as a second language in a country like India and for some people the 1st language. It enjoys a high prestige in the country. At present the role and status of English in India is higher than ever as evidenced by its position as a key subject of medium of instruction, curriculum. As the number of English learners is increasing different teaching methods have been implemented to test the effectiveness of the teaching process. Use of authentic materials in the form of films, radio, TV has been there for a long time. It is true that these technologies have proved successful in replacing the traditional teaching.

The new era assigns new challenges and duties on the modern teacher. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvements.

Technology is one of the most significant drivers of both social and linguistic change. Graddol: (1997:16) states that” technology lies at the heart of the globalization process; affecting education work and culture.

The use of English language has increased rapidly after 1960. At present the role and status of English is that it is the language of social context, political, sociocultural, business, education, industries, media, library, communication across borders, and key subject in curriculum and language of imparting education”.

2. Technology in Teaching English

As the use of English has increased in popularity so has the need for qualified teachers to instruct students in the language. It is true that there are teachers who use ‘cutting edge’ technology, but the majority of teachers still teach in the traditional manner. None of these traditional manners are bad or damaging the

students. In fact, till date they are proving to be useful also. However, there are many more opportunities for students to gain confidence practice and extend themselves, especially for ESL students who learn the language for more than just fun. For them to keep pace with ELT and gain more confidence they have to stride into the world of multimedia technology.

3. Analysis on Necessity of Application of Multimedia Technology to English

Teaching

3.1. To Cultivate Students’ Interest in Study

Nowadays, the stereotyped traditional teaching methods and environment are unpopular while multimedia technology featuring audio, visual animation effects naturally and humanely makes us more access to information besides, with such characteristics as abundant-information and crossing time and space, multimedia technology offers a sense of reality and functions very well, which greatly cultivates students’ interest and motivation in study and their involvement in class activities.

3.2. To Promote Students’ Communication Capacity

Traditional teaching has hampered students’ capacity to comprehend certain language and also understanding to structure, meaning and function of the language, and makes the students passive recipients of knowledge, So it is hard to achieve the target of communication. With teachers’ instructions leading students’ thought patterns and motivating students’ emotions, the multimedia technology seeks integration of teaching and learning and provides the students greater incentives, The PPT courseware activate students’ thinking; the visual and vivid courseware rand help them to transforms English learning into capacity

cultivation. And such in-class activities as group discussion, subject discussion, and debates can also offer more opportunities for communication among students and between teachers and students. So multimedia technology teaching has uniquely inspired students’ positive thinking and communication skills in social

practice.

3.3. To Widen Students’ Knowledge to Gain an Insightful Understanding to Western Culture.

The multimedia courseware can offer the students abundant information; more plentiful than textbooks, and help them to get of displays vivid cultural background, rich content and true-to-life language materials, which are much natural and closer to life. Not only could learners improve their listening ability, but also learn the western culture. Grasping information through various channels can equip; the students with knowledge and bring about information-sharing among students and make them actively participate in class discussion and communication.

3.4. To Improve Teaching Effect

Multimedia teachings enrich teaching content and make the best of class time and break the “teacher- centered” teaching pattern and fundamentally improve class efficiency. Due to large classes it is difficult for the students to have speaking communication. The utilization of multi-media sound lab materializes the individualized and co-operative teaching. The traditional teaching model mainly emphasized on teachers’ instruction, and the information provided is limited due to traditional classes. On the contrary, multimedia technology goes beyond time and space, creates more vivid, visual, authentic environment for English

learning, stimulates students’ initiatives and economizes class time meanwhile increases class information.

3.5. To Improve Interaction Between Teacher and Student

Multimedia teaching stresses the role of students, and enhances the importance of “interaction” between teachers and students. A major feature of multimedia teaching is to train and improve students’ ability to listen and speak, and to develop their communicative competence, During this process, the teacher’s role as a facilitator is particularly prominent. 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. In this way, teachers in the classroom no longer blindly input information and force students to receive it in a passive way.

Conclusion

“Ideally, the purpose of both the traditional and computer-assisted cooperative language leaning classrooms is to provide a space in which the facilitation of learning, and learning itself, can take place” (Shi, 2008: 76). It is true that one of the ultimate goals of multimedia language teaching is to promote students’

motivation and learning interest, which can be a practical way to get them involved in the language learning, Context creation of ELT should be based on the openness and Accessibility of the teaching materials and information.

During the process of optimizing the multimedia English teaching, students are not too dependent on their mother tongue, but will be motivated and guided to communicate with each other.

Concerning the development of technology, we believe that in future, the use of multimedia English teaching will be further developed. The process of English learning will be m ore student-centered but less time-consuming. Therefore, it promises that the teaching quality will be improved and students’ applied

English skill scan be effectively cultivated, meaning that students’ communicative competence will be further developed.

In conclusion, we believe that this process can fully improve students’ ideation and practical language skills, which is helpful and useful to ensure and fulfill an effective result of teaching and learning. Barring a few problem areas multimedia technology can be used effectively in classrooms of ElT with proper computer

knowledge on the part of teachers, overcoming the finance problems in setting up the infrastructure and not allowing the teachers to become technophobes.

8. References

[1] Graddol: (1997:16)

[2] David Graddol, The future of English, Page 2

[3] Zhanghongling ( The development tendency of the modern foreign language teaching and the computer assisted

instruction. Computer- Assisted Foreign Language Education 3.

[4] Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. Beijing: Foreign

Language Teaching and Research Press.

[5] Holec,H.(1981). Autonomy and Foreign language learning. Oxford: Pergamon.

[6] www.ccsenet.org/journal.html , vol.1, No 4, November 2008.