The Usage of Multimedia in Developing Listening and Speaking Skills of the Learners- 1



       I.            Language and its importance in human life:
Language is God’s special gift to man. It is one single feather that sustained and made human civilization possible. It is essential to human perception, thinking and awareness. It is a universal form of communication adopted by human beings in which a system of symbols or round patterns conveys readily interpreted standardized
Meanings to others.
The accuracy of language depends on the knowledge of grammar, correct pronunciation, correct spellings, correct reading and listening; Spoken language is a product of a person’s environment and is acquired during prolonged interaction with others who can already converse. Language is something which differentiates the human beings from the animals. It is the unique percussion of man.
According to Palmer “Language learning is essentially a habit formation process during which we acquire new habits”. The acquisition of language is automatic in any child. That is the child has the innate capacity to the system of rules. The domain of performance is the domain of behavior. There should be meaningful learning and practice without understanding the underlying principle is useless. So learning a language is an activity and it has to be learnt through practice. The judicious use of the first language can help the learning of a second language. It is possible to attain by constant practice learning the language in a natural way giving prominence to speech followed by writing. It is known as the principle of speech before reading and writing.
    II.            Native of Language:
                        It is very different to explain the nature of the language. But there certain points that make the nature of language clear.
a.       Language is a complex whole
b.      Language is clearly a kind of control
c.       Language involves oral-aural communication
d.      Language is essentially a speech
e.       Language is always relational
f.       Language is an arrangement of oral and written sign, symbols and words.
g.      Language is a unity. It is an organic entity and not a compartment piece. It can’t be conceived piecemeal.
h.      Language is evolutionary in nature
i.        Language is a means to communicate one’s thoughts, feelings and experiences.
j.        It is through language that human beings preserve, develop and prosper their knowledge.
k.      The nature of language is relative to its social and geographical basis.
l.        Language involves the process of thinking.
m.    Language generally adopts two main forms –oral and written

 III.            Language Functions:
1.      Micro functions
2.      Macro functions

1.      Micro functions:
a)      Physiological function. (releasing physical and nervous energy)
b)      Phatic function(for sociability)
c)      Recording function
d)     Identifying function
e)      Reasoning function (instrument of thought)
f)       Communicating function
g)      Pleasure function

2.      Macro Functions:
a)      Ideational function
b)      Interpersonal function
c)      Poetic function
d)     Textual function

 IV.            English:
            The earliest Germanic settles in Britain, who called themselves Angelcynn, used the word English [English] for their language. When they first wrote it around too AD. the old English up to about Modern English. Over the centuries this language of theirs has, of course, changed and developed beyond recognition, absorbing all kinds of material from outside, and it is spoken today in many varieties around the world. Those few thousand Angelcynn and their English [English] gave rise to language that is today heard all over the globe.
    V.            English Education:
English plays an important role in the field of education. It is the medium of instruction both at the school level and at college level. Most of the world literature is available in English language. Moreover mush of the scientific, educational, technical, research – oriented and medical works are available in English language. In this competitive world one has to get all the specific knowledge of the world, concerned with that filed, in which one is specializing, this is only possible if that person has an access to English. All the findings and observations of various committees and commissions are given in English. Students in particular learn English to face examinations and have qualifications to equip themselves for employment. English is one of the subjects in the educational area and also in the examinations conducted by various recruiting boards.
 VI.         The position and role of English in India:
The introduction of English to the Indian linguistic landscape opened with the dawn of the British colonial era, English began to develop roots in Indian education. A blueprint for India’s educational policy was laid down in Lord Macaulay’s Minute (Feb 2, 1835). Macaulay stated that the mission for the British Raj to create “a class of persons, Indian in blood and color, but English in taste, in opinions, in morals and intellect”. More than one and a half centuries later, English has overcome its status as merely the language of the colonial power ad has become an integral part of the Indian linguistic mosaic. English has not only continued to flourish in the educational and official network of India but has also become one of the official languages of the nation and thus continues to enjoy the patronage of the Indian elite.
According to census nearly two thousand Indians use English as their mother tongue. Besides quite a few Indian status and territories have adopted English as the official language. One hundred and fifty years of contract had made English an integral part of educational system. neglect of English would be a heavy loss to the Indians as English had become one of the major languages of the world and a cementing force in India. The parliament Act of 1965 declared that English would continue to be used as an associated language of the union.
English serves as a common language of Indians and thus it brings closer the people residing in different parts of India. It helps Indian, further in destroying the boundary of provincialism. Its study gives an opportunity to Indian to get employment not only in India but also in other countries.
In India English has a special place. This not merely because English is a world language it has historical life. For this reason English is not a foreign language tons; it is a second language. It is unlike French or German to us. So, in the teaching of English we should treat it as a second language and not as a foreign language.
Albert H Marckwardt (2007; 6) has made a distinction between “English as a Foreign language” and “English as a second language”. According to him, when English is, “taught as a school subject or an adult level solely for the purpose of giving the student a foreign –language competence which he may use in one of several ways”, then it is taught as a Foreign language. But English becomes a second language when it a language of instruction in schools and colleges and is used as “a lingua franca between speakers of widely diverse languages, as in India”.

VII.       The objective of Teaching English as second language at secondary level:
An India English should not be taught as a first language but a second language. It should be taught as a living language and not as literature. It is important for an English teacher to know what he wants to achieve by teaching English. The main aim of teaching English should be linguistic and practical and not literary or aesthetic, So as to help students acquire practical command of English which means that the students should be able to undertreated spoken English, speak English, read English and write English.

According to Thomas and wytt there are four specific aims of teaching English at the school stage:

1)      To understand spoken English
2)      To speak English correctly
3)      To understand written English
4)      To write English correctly

1.      To understand spoken English:
Language learning begins with ear. Therefore, the teacher should help her. Students in understanding spoke English because language is first received and then expressed. At school level, the student should be enabled to understand spoken English, required in ordinary conversation, exchange of greetings, receiving order \s or directions and listening to lectures, talks, running commentary of matches and news bulletins etc.
To achieve this aim, students should be given maximum opportunities to listen to spoken English. Gramophone and lape recorder can be used for this purpose. The aim should enable the students to understand spoken English. They should respond to English sounds.
2.      To speak English correctly:
After understanding spoken English, the students should learn to speak English. Speaking English is easier than reading and writing. At the same time speaking is more difficult than reading as it requires the ability to produce sounds and to speak with proper stress and intonation. Speech occupies unique place in learning a language It is the base for all language learning. This aim of teaching is being neglected in our schools because it is not important from the examination point of view. Teachers do not speak English while teaching they use mother tongue.
At the end of five or six years of learning English. We expect the students to talk fluently in English. For this speech and pronunciation training is necessary. It requires imitation and practice. Their speech should be fairly intelligible to others. For this purpose tape-recorder can be used. The ability to speak English is required in big arties for interaction. People speaking different languages generally communicate with one another in English. This ability is also required while talking to a person belonging to another state and communicating with foreigners, To encourage speaking, proper exercise must form a part of curriculum.
3.      To understand written English:
The third stage is to understand written English. Training in reading is very important for students. It enables than to have an access to latest information in their subjects of study. It is expected from a school leaver in India to be able to read with comprehension the books, magazines and newspaper in English. He should be able to adopt English as the medium of instruction in his higher studies.
Reading with comprehension the written material in English is an important aim. It should begin with lond reading followed by silent reading. The teacher should street upon correct pronunciation, stress, intonation and comprehension. At present students reading comprehension in English is very poor. They are not able to comprehend the material printed in English. In fact, the main emphasis of teaching English should be on reading comprehension Loud reading prepares ground for silent reading in higher classes and adult life. Passive vocabulary of the students should be increased to enable them to read English with comprehension. They should patterns and establish relationship between pronunciation of words and their spellings.
4.      To write English correctly.
Writing correct English is the most difficult aspect of learning. English writing is unless important than listening, speaking and reading. One of the aims of teaching English should be to enable the school-learners to write in English simple letters, applications, description and accounts of events. The ability to write in English is required in many spheres of life. English continues to be the official language of administration. It is also the language of communication between the centre and the states and between one state and the other. It is also needed in higher students for talking notes from the lectures delivered in English, students should be able to write English correctly and legibly with proper punctuation.
All the above mentioned four aims of teaching English are equally important. Thorson and wytt suggested the following for coordinating these aspects.
1)      Proactive in hearing should precede and provide matter for practice in speaking.
2)      Speaking should precede and provide matter for practice in reading.
3)      Reading should precede and provide matter for writing.
4)      Reading should precede and provide matter for elucidating rules and setting exercises in grammar.
       VIII.                        Aims of teaching English at the senior levels:
i.                    To enable the students to speak English fluently and accurately. Fluency implies flow of a reasonable standard in pronunciation and intonation.
ii.                  To enable them to talk in English and to express their ideas in English in classroom at home and in society.
iii.                To develop the ability to understand the native speakers and also be able to respond to them.
iv.                To enable them to compose their ideas independently and present them in speech and writing.
v.                  To enable them to read books with understanding. They should be able to read newspapers and periodicals.
vi.                To enable them to acquire a vocabulary of about 2500 words which should include commonly used phrases and idioms.
vii.              To enable them to use reference material, Viz, dictionaries encyclopedia, reference books etc. Wherever needed.
viii.            Interpret materials presented in the form of tables, pictures and charts etc.
ix.             Objective of Teaching English at senior level:
i.                    Development of a taste for English literature by reading prose, poetry, story etc.
ii.                  Drawing aesthetic pleasure from reading English literature.
iii.                Understanding critical views.
iv.                Development of transplanting ability and
v.                  Developing interest in English literature.
             X.                  Communication:
            The word “Communication” has been derived from lation word “Communis” meaning common. Hence communication is having common experiences with people. The following are some of the widely accepted definitions communication.
            “Communication means sharing of ideas and feelings in a mood of mutuality”.
 “Effective communication is a two-way process, including feedback and interaction”.
          XI.                  The communication process is based on the following principles.
i.        Conueyiong the meassage for understanding.
ii.      Exchange of ideas and feelings
iii.    Providing the true experiences
iv.    Language skills are the means of communication
v.      Sharing experences of ideas and feedback for interaction process.
vi.    Sharing experiences of ideas and fealings
vii.  Praovidingencourangement and feedback for interaction precess.
viii.Communication is verbal as well as non-verbal for sharing experiences.
ix.    It is based on two –way process intiation and response activities.
x.      The communication channels are the means for classroom interaction
xi.    Communication is for the development of both the components.
xii.  Types of communication channels:

1)                  Speaking – Listening:
In this type of communication, interaction is face to face as in the case of listening to a lecture. There are occasions when the listener can share the fealings of the source in the same way as in the case of eye to eye contact. An example of this type of communication is listening to the co with audio alone and readio programmes.
2)                  Visualising and observing
                        The observer is physically separated from its producer and yet is able to feel the impact of the ideas conveyed as in motion film or television. Communication can also take place more effectively by face to face contact with the source as in the case of dramatization where facial expression and gestures produe a grater impact than in the earlier case.
3)                  Writing and reading:
In this type, the “decoder” is physically separated from the “encoder” all the time and yet the decoder is able to enjoy and appreciate the feelings of the author.
            The there types of communication, indicate that communication is interaction a sharing and circular or cynic process.
Mass communication media include written or printed media with or without visual like magazines, newspapers, journals etc. and the more effective media of larger audience coverage like films, radio and TV.
XIII.                           Communication in the classroom

Good teaching is more than mere communication. It is not enough if the child merely repeats the same word as conveyed to it. The teacher’s concern is that the child should recognize the word, understand the meaning and use it appropriately with correct spelling on future occasions. True learning has occurred only when the act of communication has succeeded in making permanent and meaningful addition to the student’s communication skills. Classroom communication is not mere one side presentation of facts; it requires intercommunication between student and teacher. There must be reaction and interaction with constant reciprocal feedback.

Classrooms are set up for the purpose of communicating and not for dictating teacher’s ideas on the young growing minds. Developing communication skills in children is the basic concern of the school and hence teachers must provide ways and means f developing and improving the skills. Teachers must realize the constant influence of several communication media outside the classroom upon the student. The words that the children seem to possess before entering school were all learned through various media. Teachers must capitalize on the students   conditioning to these media and must relate them to the school activities. Communication can occur only when the teacher and his pupils share common meaning and experiences.
Pupils with widely different backgrounds different abilities and interests attend school today. Further the teacher has to manage with the vast explosion in knowledge. Students have too few opportunities and too little time to explore the vast subject matter included in the curriculum in death. To meet these challenges, the teacher has to make use of new and improved communication devices in the classrooms; Modern technology has provided films filmstrips, radio, Television, magnetic tapes, stereoscopic pictures, LCD projector, computer and myriads of communication devices.
XIV.                        Multimedia:
The term multimedia indicates that more than two media of communication are involved in learning package or instructional procedure. Multimedia projects created on the computer bring together graphics, video, audio and text, providing students engagement in authentic, real world learning, resulting in greater retention in the development of higher order thinking skills.
Technology based projects allow English as a second language students to draw on their cultural strengths and background experiences which may otherwise go unnoticed. By constructing knowledge, students become active learners, researchers and produces take pride in their end results. It gives students to express themselves, providing an enjoyable and interactive way to achieve language learning goals.
XV.                        Computer and Internet:
Computer has many capabilities for enchaining language learning. When this is combined with other technologic such as audio, video, modems, phone lines and satellite dishes, the possibilities are even greater for the second language learners. English language educators are in a unique position of being able to bring the world to their classrooms via the computer. It provides authentic materials and experiences to improve the students knowledge and language skills.
The internet is an interconnected network of networks in other words a web of webs. The World Wide Web is the “victual” web linking these networks. Each machine on a network has a unique “address” from which it can request and receive information. A web “Broussard” is ancient program that request information from other computers which temporarily function as “serves” that send the information upon request. There are EFL (English as Foreign Language) sites which offer plenty of guidance as well as a number of useful “links”. There are many important websites that provide resources for teaching and learning of English. Access to large amounts of information from a variety of secures,  making it possible for students to learn from multiple sources. Each website gives a number of topics related to the subject of our search. The material collected can be stored in hard disk, floppy or CD ROM.
Interesting resource sites include:
v  www.teachitword.com (on English grammar)
v  www.encyclopacdia.com (on essential vocabulary)
v  www.britanica.com (on essential vocabulary)
v  www.tcy.online.com (on learning English)
v  www.askeric.com (on improving English)
v  www.askonford.com (spelling tips, fact finders)
v  www.eltweb,com (on teaching English)
v  www.dictionary.com (on line spelling and grammar guide)
v  www.ipl.org (Internet public  library)
The stories from websites offer guidance’s for both children and teachers. The internet helps children with everyday school work. Children can also hone their language skills by reading stories and magazines on the web.
XVI.                        Significance of this study:
The broad aim of this research is to investigate the extent to which the multimedia can contribute to student’s development of listening and speaking skills in English language. A particular goal is to expose technology use in a teachers guided ESL (English Second Language) programme in schools. The study aims to investigate how students current English listening and speaking skills can be enhanced by using multimedia technology and how media can further assist students English communication development.

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