LANGUAGE IN INDIA

The Varied Horizon of Multimedia & Web Tools
for English Language Acquisition in the Information Age

N. Kavidha, M.A., M.Phil., Ph.D. and V. Sakthivel, M.A., M.Phil.

Technology for Language Learning

Today computers have become so widespread in schools and homes and their uses have expanded so dramatically that the majority of language teachers must now begin to think about the implications of computers for language learning. Computer assisted Language Learning or CALL is different things to different people.

To some it is the use of text editors in the process of writing a homework assignment. To others it is surfing the internet for strengthening a language through tasks and exercises. Whatever be the motivation and the mode of study, to any enthusiastic learner, it brings the welcome air of novelty to break the boredom of the language classroom. It is the promised land of language teaching and learning, with learners acquiring language knowledge and skills effortlessly from the machine, and the teacher walking benignly among workstations and laptops, offering help and guidance when needed.

This paper discusses some fruitful activities, which can be assigned for the learners to equip them with better speaking skills and a sharper vocabulary and to enable them to retain in memory the words that they have learnt.

Why is Technology Preferred?

Opportunities for learning with multimedia are changing the focus of course delivery. Designing a course claims more importance. Language teachers are generally considered to be weak in technology. At the same time, technically sound people may not be good in language expressions. Hence, a prudent and balanced combination of Language & technology should be more effective and interesting.

The main objectives for introducing technology-assisted language learning system are the following:

(i) To improve teaching and learning by using a computer as a tool or using any technical gadgets can enrich existing teaching practices and open up new ways of presenting linguistic information.

(ii) To promote a self-determined learning instrument that can be used collectively for many learners.

(iii) To increase motivation by supporting a decision making and problem-solving activity.

(iv) To have an effect on the cognitive level by providing a combinatorial environment. In order to operate in this environment, learners should learn how to handle and evaluate different types of non-linear information.

(v) To help the learners acquire a certain degree of computer literacy. This knowledge may be a valuable ingredient in their curriculum, and may help them to cope more effectively with the demands of their scholarly and professional life.

(vi) To give access to information by introducing basic features of information technology. Access to information would eventually lead to a greater individual freedom and to the breakdown of rigid and standardized classroom practices.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

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