Sunday, June 16, 2019

Integrating Interactive Multimedia and Web Applications in Teaching Essay

Integrating Interactive Multimedia and Web Applications in command - Essay ExampleThe significance of investigating this integration remains, however, considering that listening now is the cornerstone of spoken language erudition (Krashen et al., 1994) and a fundamental activity in L2 acquisition process (Dunkel, 1991a Krashen, 1982 Rost, 1993). Likewise, studies indicate that the social dynamics of listening have gained more significance in the study and use of LC for L2 (Lynch, 1988 Rost, 1990 Rubin, 1994).Increasingly, more emphasis is now macrocosm given to the processes of interaction and meaning-negotiation while focus shifts away from listening as a mental process internal to the listener (Doughty, 1991 Dunkel, 1991b Pica, Young, & Doughty, 1987 Robinson, 1991). Researchers are also civilisation their understanding of the key differences and similarities between reading and listening (Canale, 1984 Hoven, 1991 Lund, 1991 Swaffar & Bacon, 1993).For all the above reasons and more, a model designed to facilitate such integration process is beingness proposed. In a nutshell, the model suggests an integration process based upon theoretical, pedagogical, and technical grounds accompanied by a user-centered approach for software design. It is argued that this model powerfulness lead to a successful integration of interactive Web applications for teaching listening comprehension. The model components get out be discussed respectively.Toward a Constructivist ApproachTwo mutually exclusive views of the most common theoretical frameworks of contemporary CALL exist. Felix (2002) claims that a quick look at the literature in language learning and technology provide reveal that there is a move away from the static transmittal models of knowledge and skill acquisition, which are instructivist vs. constructivist, tending towards more contextualized, authentic, and meaningful tasks in language learning. These three characteristics are underscored in three recent approaches in language learning and technology the collaborative learning approach, the problem solving approach, and the constructivist approach. This study will adopt the definition of constructivism which believes that human knowledge is constructed and learners construct their own experience and understanding through assimilating current experience with previous internalized knowledge. Moreover, learning is seen as a collaborative, autonomous, socially negotiated process, which takes place when supported by a rich environment (Ruschoff & Ritter, 2001).Pachler (2002), however, claims that traditional behaviorist modes, which I believe depends partly on transmission models (i.e., repetition in listening/speaking), are still very common in the world of CALL. The breaking of learning tasks into small manageable steps to use and

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