The Implementation of Multimedia and Hypermedia in Foreign Language Teaching

Alica Harajová, Slovakia

Paed Dr. Alica Harajova lectures at the private University of Visegrad in Sladkovicovo, where she is a secretary of Language and Communication Institute. She teaches German for specific purposes at the Faculty of Social studies with majors like Public policy and public administration, Social work and Law. Her professional interests and research are related to the implementation of multimedia and e-learning in the teaching process of students who do not major in foreign languages. E-mail: alica.harajova@vssladkovicovo.sk

Menu

Introduction
Information and communication technologies
Multimedia in education
Foreign languages and computers
The Internet
Interactivity
Conclusion
References

Introduction

The use of modern didactic means and multimedia helps to increase students´ motivation and it enlivens the whole teaching process as well. Multimedia cross over the border between education and entertainment, they also stimulate curiosity (Fandelova, 1999) and support one of the educational goals, i.e. motivated perception of information which stems from the principle related to efficiency of complex perception. Perception of information that is based on multimedia directly influences its storage because, in this way, we can observe a simultaneous involvement of sight, sound, communication and active work when accomplishing a given task (Stoffova, 1999).

Information and communication technologies

Information and communication technologies represent a broad area within which information can be received and spread further. From the psycholinguistic point of view, transfer of information can be understood as a process in which incoming information, having a form of message, enriches the receiver in terms of new knowledge. In the teaching process it is the teacher who has the role of mediator and he/she is the source of communication. He/she presents the teaching content either directly or indirectly by means of technical teaching materials. In teaching practice it means an equal division of work between a man and some technical system, both for the teacher and the learner as well. Potential problems related to presentation, transfer of information and knowledge, especially from the point of efficiency of educational process are solved by technology of education, which integrates and makes use of theoretical knowledge of various sciences, and it also implements methods of numerous scientific disciplines. The aim of technology of education is to create favourable teaching conditions by means of selecting the most effective forms, methods and means in order to reach the specified educational objective. Task of the teacher is education and teaching. It is based on the idea of creating one coherent whole that meets the needs and objectives of a given audience in a given situation. In the process of foreign language teaching, the teacher makes use of the latest teaching conceptions such as those that are related to some programme, problem, group or notion. Educational establishments are rather sensitive to changes in society and thus, they respond to them by means of innovation of the existing studying programmes, their content and, at the same time, they open new studying disciplines. V. Stoffova (1998) claims that the process of innovation requires from us to consider not only our students. It is inevitable to prepare our teachers. This system of work places certain demands upon the user in the fields of knowledge acquisition, skills getting but, above all, it requires substantial changes in the field of thinking. In case of elder generation it represents leaving behind the accustomed stereotypes and stepping out of the daily routine (Fandelová, 1999, p. 55). Psychologists (Zelina, 1994; Jurcova, Kusa a Kovacova, 1994; In: Fandelova, 1999) in their studies point our attention to such situations and speak about creativity barriers and inhibitionsand agree on the fact that negative influence has the form of inhibitions, fear from failure and, in the majority of cases, it prevents them from the implementation of new educational technologies that stimulate creativity. When paraphrasing P. Oudart (1997) we should give ourselves a question: how to teach a foreign language in a way so that the learner would have sufficient knowledge and skills to communicate along with an optimal use of new technologies?

Multimedia in education

B. Goarant (1999) understands under the notion ´multimedia´ all accessible digital information, which is mediated through a computer. This information consists of texts, sound (voice or music), picture (static or dynamic) and can be stored on a diskette, usually CD-ROM, or it can be found on the internet. Under the notion ´multimedia´ V. Stoffova (1998, p.121) understands presentation of information through a computer by means of various media. According to her ´medium´ is a means that can be used for depiction of information of various kind (sound, text, graphics, picture, animation, virtual reality). G. Furstenberg (1997) is of the view that multimedia are a considerable contribution to the filed of foreign language teaching and its culture because language is presented in its multidimensional form and thus, it enables contextualised teaching. On the basis of the previous definitions we consider the following points to be essential when defining multimedia:

• personal computer in which there is a simultaneous use of text, sound, picture and video for the purpose of mediating the information,
• user can interactively modify the individual blocks,
• language is presented in its multidimensional form and thus, it enables contextualised teaching,
• structure of information in a network has it own hierarchy (user fills in some basic information by means of clicking into the information network in order to fill in the general information),
• user finds himself in problem-solving activities (orientation within additional information, choice of appropriate icon and window),
• teaching process is more active and the teacher becomes a real managing unit in educational process,
• in the centre of attention there is the learner, who is responsible for his/her own progress, higher degree of independence.

In our article we analyse the interconnection and the potential use of multimedia as a means implemented in foreign language teaching. How does it look like in practice? M. Hausner (1995) points out some relevant facts related to the use of multimedia. We will mention at least some of them as we consider them to be of great importance. When using multimedia in the teaching process, the work shifts to multimedia classroom. Ideally, the application of multimedia should not take more than 30 minutes because otherwise, the attention and motivation decrease. Experienced teacher takes this fact into consideration. Computers and CD-ROMs have changed traditional teaching methodology and they have made the teaching process more illustrative. Learners work more actively and they are more independent and determined in the process of achieving their learning objectives. Their relationship to learning is more conscious and their motivation increases. Learners´ attention is occupied throughout the whole presentation. As a result, their willingness to understand a particular subject matter increases as well. When selecting a particular multimedia programme, the teacher as to consider its appropriateness because not all students have the same abilities, knowledge and experiences. Not to mention the fact that there are substantial differences also in connection with students´ abilities to use modern technologies. The teacher becomes a counsellor, a methodologist and it is dependent upon him/her which teaching conditions he/she creates, or which speed of teaching he/she sets. The teaching tempo dictates the organizational form of a lesson. It is essential for the teacher to know the content of multimedia application, which he/he intends to use during the lesson. Regardless of the level of difficulty of a particular lesson planning and preparation, the level of success that is achieved is always dependent upon the degree of pedagogical transformation. In other words, it depends on the teachers´ ability to present the language input in an interesting, captivating way.

Foreign languages and computers

Development of computer technology is very fast. Huge amount of information is overwhelming our students from many various sources. In order to refer to the teaching of languages by means of computer, we use the term CALL (Computer Assisted Language Learning). Methods in CALL belong to the programme of traditional foreign language teaching. Here belong the following:

• training programmes,
• revision programmes,
• fixing programmes with a wide spectrum of exercises,
• multiple choice,
• cloze,
• jumbled word order,
• crosswords,
• word games,
• quizzes,
• etc.

Computer programme CALL enables interconnection of traditional use of course book with attractive and motivating methods, making use of modern technologies. By means of this programme, the language input can be practised, fixed, controlled and evaluated. From this point of view, the programmes can be aimed at:

• presentation,
• revision,
• practising,
• evaluation.

Advantage of these programmes is an explicitly stated goal and its specification for a chosen group of students and, what is more, its implementation is not limited by age because ´computer literacy´ is becoming more and more common even with young learners. Another advantage of work with computer is a constant and a highly simulating repetition of structures, phrases, lexis, video sequences as well as high degree of students´ motivation. From the didactic point of view, there is almost an indefinite number of tasks solved by means of computer programme. Multimedia language programmes are useful especially with young learners. On the other hand, adult learners appreciate programmes that have their own choice of solution accompanied by Internet, e.g.:

• creation of composition,
• preparation of questionnaires,
• information materials,
• curriculum vitae,
• letter,
• semester work,
• reports,
• scientific study,
• etc.

Implementation of computers into the teaching process is unquestionable. What is important here is the degree of their implementation. The teacher, being a manager, has an important role here – to co-ordinate and monitor students´ work so that the teaching process would not be restricted only to a survey of the latest news in the fields of film, music or computer games. It is inevitable to mention the role played by dictionaries that are an inseparable part of foreign language education. Computer can have various types of computer dictionaries. In such cases we can speak about the transformation of traditional dictionary (having a form of book) into its multimedia form. Favourite are translation dictionaries, which make the translation process easier for learners (and for teachers), and they also help students when accomplishing some given task, studying foreign literature, etc. If these dictionaries are used, time dedicated to the solution of a task is shortened, and provided that these are used together with acoustic card, the correct pronunciation is fixed as well.

The Internet

Internet is a source of various kinds of information. Its use in the educational process is related either to the teacher and his/her preparation for the teaching process (searching for information, preparation of supporting teaching material, browsing in library catalogues, etc.), or to its use directly during the foreign language lesson. Various internet sites offer a great number of additional teaching materials (authentic texts) for foreign language learners according to their proficiency levels. These can be used within a particular lesson, when the teaching input is graded, or various selected texts can be embedded into a thematically related context. Instructions for individual activities are written in foreign language and thematically, they belong to the category of information on target language culture. Activities range from the most simple communicative activities (to send a postcard, to book a travel ticket, to arrange a meeting over the phone, to search for lodging, etc.) up to the solution of problem-solving activities, where there is a need to find some other complementary piece of information. However, the learner is not asked to provide exhaustive information when being involved in the solution of the task. It is the targeted managing, choice and sequencing of individual activities that are methodologically directed by the teacher that eventually lead the learner to the implementation of already acquired language system according to his/her proficiency level and language abilities. The work of the learner lies in interference of a set of endowments that form him/her. Internet is an excellent and effective training for those who wish to improve their foreign language skills. Internet has no borders because it is a world-wide network. Browsing through various sites, accumulation of new facts that come from various parts of the world and communication through e-mails, all these get user in touch with many representatives of other cultures, which is undoubtedly a stimulating moment. The learner also studies the conventions of general communication – he/she learns how to ask a meaningful question, to create short messages, to give specific, detailed and clear meaning to things he/she wants to express. Even in case of a very subtle success, his/her enthusiasm to co-operate and to get in touch increases.

Interactivity

Unquestionably, one of the main advantages of multimedia is their interactivity. Belisle (1996, In: Lancien, 1998) warns us against using the two notions interaction and interactivity interchangeably. Interaction is a matter of mutual influence of human relationships in the social context. Interactivity in the field of technology, on the other hand, represents a backward response, a reflection of the user on a given programme. The recipient of information also shapes the content of the ongoing information process and he/she actively influences the functioning of an application according to his/her wishes. E. Fandel (1999) appreciates interactivity. In his words it is a big advantage of multimedia, which promotes individual choice and the way of communication in a selected multimedia title according to individual needs and interests of the participant. P. Sokolowsky – Z. Sediva (1994) say that the process of using a computer should always allow the user to be interactive, i.e. he/she should have the opportunity to enter the ongoing process of multimedia programme. Traditional media provide communication that is based on the model ´one person-all people´, where the broadcasting centres and the passive recipient are separated; telephone one-one enables mutual communication, but it does not allow neither for any global view upon the whole network, nor for the creation of common context. New information and communication technologies serve for the communication of ´everyone with everyone´ and thus, every user of the Internet or multimedia is also a potential receiver and transmitter of information. According to Levy it is not only about the transfer or the spread of messages, it has something to do with interaction in the middle of some situation, where everybody contributes to modification or stabilization. It is a process when the meaning is negotiated, when participants (or groups) get to know each other much better through active and mutual communication. When browsing the CD-ROM, there are more levels of mechanical interactivity, which range from simple checking of document to more complex interventions that enable the user to choose and design answers, or to make changes to the best of his/her knowledge. It is also possible to take into consideration the individual differences that are related to the perception of information among users. It is up to the user whether he/she wants to see the content of a lesson as a text, or as a short video sequence. According to L. Dickinson (1995) learning through multimedia strengthens his/her motivation. It can be said that multimedia represent a highly valuable means in terms of a wide spectrum of activities that they offer. It is necessary to make a selection of material, then to introduce this material and its content. Holec (1995, p. 60) distinguishes between rough and pedagogical material. Rough material or the so-called adjustable, enables the learner to create his/her own learning strategies and procedures when acquiring a new language input. Pedagogical material offers linguistic and authentic material for the learner, a closed programme, which activates his/her knowledge again, e.g. revision or testing of vocabulary or grammar. In this case we can speak about such teaching material that is not adjusted to the level of students´ knowledge, but learners themselves have to adjust to it. Implementation of multimedia in the teaching process, according to G. Furstenberg, is an acquisition of foreign language in a context. What is more, learning is based on investigation (itinerary, walked route, divergent endings) and simulation (manipulation with virtual objects), where an authentic situation, conspicuous for a given language community, is introduced; rich interactive forms are based on investigation, scrutiny and completion of tasks, where an emphasis is put on the interaction of the user with figures and objects and not on the language itself. The main objective is strong motivation; rich and complex context (multi layered and multidimensional) from the point of language and culture, where the user is able to reach some information by means of a set of tests; wide range of activities, where the learner makes use of linguistic competences (transcription, key words, glossary), but at the same time, he/she uses other skills, e.g. orientation according to a map, reading of newspaper, the use of answer-phone to the best of his/her knowledge. Undoubtedly, the primary objective is to develop language competence, but these teaching materials go beyond this objective. In this type of language teaching, the language fulfils its primary function and it becomes a tool of communication by means of which the learner has an access to new information and knowledge.

Conclusion

Work with information technologies is difficult because it presupposes a certain degree of information literacy. Beyond doubt, we may include here a certain level of English language proficiency, being a language of modern technologies; or computer skills (i.e. to search and to create information, to orientate oneself within the computer network), etc. It is not an easy task, but in the 21st century, known as Information century, it is an inevitable prerequisite for functional literacy. Work with information technologies and knowledge of at least one foreign language are fundamental requirements on the labour market. University students are educating themselves in professional themes, foreign languages and information technologies but, at the same time, they should improve their skills related to the presentation of all these knowledge. Implementation of information technology that will be used by the majority of graduates is a method, which is in a full compliance with the ongoing development of society. That is why it is necessary to develop a wide spectrum of language skills.

References

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