Language Acquisition in their classroom: the Role of Digital Video

 Language Obtain in the Classroom: the Role of Digital Online video Essay

Computer Helped Language Learning 2001, Vol. 18, No . 3-4, pp. 305±319

0958-8221/01/1403-4±305$16. 00 # Swets & Zeitlinger

Language Acquisition in the Classroom: The Role of Digital Video Erwin Tschirner

University of Leipzig, Indonesia


This kind of paper looks at the potential of using DVDÐdigital versatile discÐfor learning. Seven ideas are shown on how common pro®ciency may be developed inside multimedia class environments. These types of hypotheses happen to be culled by several regions of SLA study. They concentrate on how language acquisition might be accomplished in a FL teaching situation, i. e., in your own home country in the language student with little if any face-to-face usage of native loudspeakers of the goal language. It really is argued that multimedia applications, particularly digital video, offer language instructors and students with powerful means to help to make language acquisition in the classroom feasible in a way that is actually not possible prior to advent of powerful multimedia personal computers. Consequently, language classrooms have to be equipped with media computers and projectors in order that digital online video may be used to get presentation and practice in addition to the acquisition of being attentive and speaking pro®ciency. Through digital videoÐand through different features of digital media such as easy interaction around the worldÐteaching and learning conditions in FL classrooms may become a lot like conditions that apply the moment living in the target culture. It is important that teachers have access to these fresh media in order to integrate them in classroom activities. With this paper, Let me focus primarily on the acquisition of listening and speaking pro®ciency because learning these skills often perform only a minor role in FL classes despite the fact that they often times ®gure prominently in curricular guidelines and statements of objectives. Nevertheless , many of the remarks I will make may be similarly applicable to teaching writing and reading (cf. Plass, 1999 for reading and Tschirner, 99 for writing). In conclusion, it will be argued that FL learning is as very much a social process as it is a internal one. Scholars need to be a part of a community of speakers plus they have to be capable of plunge into and engage in the world of native speakers. The digital class room meets these kinds of requirements in a learner friendly way and it signifies an important stage towards producing language acquisition possible in the classroom.

È Communication: Prof. Doctor Erwin Tschirner, University of Leipzig, Philologische Fakultat, Herder-Institut, Lumumbastraûe z ., 04105 Leipzig, Germany. Email-based: erwin. [email protected] de



1 . LAUNCH This essay presents several hypotheses on how oral pro®ciency may be produced within multi-media classroom conditions. These hypotheses are culled from a lot of areas of SLA research. That they focus on how language obtain may be achieved within a FLORIDA teaching condition, i. at the., in the home nation of the terminology learner with little or no face-to-face access to local speakers with the target terminology. It is argued that multimedia applications, especially digital online video, provide vocabulary teachers and learners with effective ways to make language acquisition in the classroom viable in a manner that has not been feasible before the advent of powerful multimedia computers. Multimedia applications help learners to get broad usage of oral connection both visually and auditory. Authentic goal language online video materials present rich suggestions environments. Learners' control over these materials delivers them with understandable input and allows them to focus both on meaning and form. By using multimedia applications, differences between FL learning (in the native vocabulary environment of the learner) and SLA (in the target culture) are likely to turn into less signi®cant. The use of new media in education, nevertheless , does not always result in better learning or teaching practices as early...

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