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1、The Advantages of Multimedia-aided English Reading Instruction AbstractReading plays an important role in the process of language learning. In the modern society, teachers can apply the multimedia technology to assist the reading instruction. On the basis of the research of scholars in this or relev
2、ant field, this paper centers on the advantages of multimedia-aided English reading instruction by comparison to the traditional instruction. These advantages are to arouse students reading interest and to enhance their motivation, to individualize learning, to effect learners autonomy, to promote a
3、n advanced interactive model of reading, to promote an advanced co-operative model of reading, to enrich the extracurricular reading material, to consolidate the knowledge, to increase students awareness in culture differences and promote transcultural communication. The paper also states the proble
4、ms of the multimedia-aided English reading instruction in China to promote the application of multimedia aids to English reading instruction.key Wordsmultimedia; advantage; English reading instruction多媒体辅助英语阅读教学的优点【摘 要】英语阅读在英语学习中扮演着重要的角色。21世纪是信息经济时代，计算机已经运用于我们生活中的方方面面，教育业也不例外。多媒体辅助英语阅读教学是派生于多媒体辅助语言教
5、学，是其重要的组成部分。通过参阅和借鉴各专家和学者们对这方面和相关领域研究的文献资料并与传统阅读教学模式的对比,本文着重分析了多媒体辅助英语阅读教学的优点：可以激发并加强学生的阅读兴趣和动机，可以实现个性化学习和自主学习，可以促进交互式学习模式和合作式学习模式的实现，可以帮助学生巩固所学的知识，可以丰富课外阅读资料，可以提高学生注意不同文化之间区别的意识以促进跨文化交流。同时本文也阐述了在促进多媒体辅助英语阅读教学在中国运用中所存在的问题。【关键词】多媒体；优势；英语阅读教学CONTENTSAbstract I摘要 II1. Introduction 12.Necessity of the a
6、pplication of multimedia 13. The advantages of the multimedia-aided English reading instruction .23.1 To arouse students reading interest and to enhance their motivation 23.2 To individualize learning 33.3 To effect learnersautonomy 43.4 To promote an advanced interactive model of reading 43.5 To pr
7、omote an advanced co-operative model of reading 53.6 To enrich the extracurricular reading material 63.7 To consolidate the knowledge 63.8 To increase students awareness in culture differences and promote transcultural communication 74. Problems of the current multimedia-aided English reading instru
8、ction .84.1 Lack of facilities 84.2 Lack of well-trained teachers 94.3 The wrong concept 95. Conclusion 10Bibliography 111. IntroductionCAI is short for Computer-Assisted Instruction, which can apply for all the subjects, such as history, geography, mathematics etc., by means of the computer. The em
9、ergence of the multimedia technology and the Internet has largely expanded the scope of CAI, especially in the field of language learning, thus arousing the interest of more and more researchers and instructors. When CAI is applied for the language learning, CALL emerges. CALL is short for Computer-
10、Assisted Language Learning which is the search for and study of applications of computers in language learning defined by Michael Levy.1CALL is an important program that has been studied by the teaching staff in the last few years, which can be described as such model: teacher + learner + computer (
11、or Internet + courseware) . CALL is mainly based on two important technologies the multimedia computers and the Internet and it is based on constructivism learning theory, which holds the view that knowledge is acquired not by teaching but by constructing meaning on condition that learners make use
12、of useful learning materials with the help of teachers or partners. 2 From a broad sense, CALL is a new teaching methodology adopting computers as the media. Multimedia is a buzzword today in the field of the computer. Multimedia means to combine a variety of mediatext, graphics, sound, animations,
13、video and other visual information into a computer to make up a new application system. “Multi” refers to multisensory function, multi-facilities and multi-field application. “Media” refers to the intermediary instrument between human and the real world.3 In a narrow sense, it means all aids may be
14、used by teachers and students to attain certain educational objectives. What makes multimedia even more powerful is the Internet, which can link the information together all around the world and create a more authentic learning environment, easily integrates reading, writing, speaking and listening
15、materials. 2. Necessity of the application of multimediaAccording to the new English syllabus for middle school and college, taking advantage of the modern instruction technology is one of the teachers basic skills. Because the modern instruction technology frees from the limitation of time and spac
16、e, meanwhile, the population of students is so large in China and the available education resources are relatively limited, teachers should make well use of the web sources and multimedia courseware to enhance the teaching efficiencies, to discover new teaching models, to create an environment for s
17、tudents autonomy study. And the multimedia-aided instruction can contribute to these goals very well.Besides the requirement of the new syllabus, modern new technology makes the computer to assist reading instruction more practicably and feasibly with the improvements in the efficiency and quality,
18、and refinements in computers and software, along with decreased costs which have made computer technology more and more accessible. Meanwhile, since reading plays a very important role in the process of language learning, the teacher needs to be alert to improve his reading instruction methods occas
19、ionally by employing the multimedia computers. The paper presents that multimedia computer shows great advantages on the modern English reading instruction. 3. The advantages of the multimedia-aided English reading instructionIn the trad itional teaching, reading instruction skills and strategies ar
20、e still poor and undeveloped. The speech-dominated education employs a teacher-centered, book-centered, grammar-translation method and focuses more emphasis on rote memory than other practicable skills. Teachers who are feeling like spoon feeding their students generally receive higher appreciation
21、than teachers who are not. The teachers always give up the stimulating interaction activities such as games, role-plays, talk-based communicative activities in class and they are skeptical of the use of games as learning tools, especially in the senior high school because the students should face th
22、e college entrance examination. To make things worse, there are students who may go so far as to distinguish “good teachers” from “bad ones” solely by how many pages they can cover in their notebooks and how many his or her students get a place in the famous university or college.Multimedia teaching
23、 mode gains many advantages. If the teachers make well use of the advantages of the multimedia technology and the Internet resources and work out courseware, they can deal with the reading course more interestingly and the students are more active by comparison to the traditional teaching climate. 4
24、According to Mo Jinguos survey, the student would get better mark: in the multimedia class, their mark is 81.15 on average, while 79.78 in the non-multimedia class. 5 The advantages of multimedia-aided English reading instruction will be illustrated from the following aspects. 3.1 To arouse students
25、 reading interest and to enhance their motivationAs a result of the spoon-feeding teaching method, teachers are seen as the providers of knowledge and the students dutifully but passively assimilate the teachers words of wisdom, working their way boringly through the textbook, reading the text word
26、by word and too much focusing on detail information and structural analysis. Many students are tired of this type of traditional English classes and no longer have enthusiasm or motivation for study.Compared with the traditional English teaching, multimedia is good for arousing students reading inte
27、rest and motivating students to study English. Multimedia assists the teacher to integrate the pictures, music and video into the courseware and make the content more colorful. In the multimedia-aided reading classroom, the teacher transforms the static text into dynamic one. For example, when teach
28、ing about the Olympic Games, the teacher plays a short scene of the Olympic Games match during the pre-reading activities, which will stimulate the students audio and visual senses and their attention is greatly attracted immediately, and then asks students to read the text. If the time and conditio
29、n is permitted, the teacher can also play some short films about the athletes mentioned by the text. During the post-reading, students can hand in their assignments by sending email to the teacher at their time and pace and they can also asks for advice or discuss problems of the text with their tea
30、chers or classmates. Most of students admit that they get much fun from this new style of teaching and learning by means of computer. Thus a good learning circle will certainly come into being. This will be well illustrated in the following table.Table 16Hutchinson and Waters state a good learning c
31、ircle in this table. As the old saying goes, interest is the best teacher. The table indicates that desire is an important motivator for a student in a good learning circle. If students have a strong desire to learn, they will be ready to spend time and energy on learning. No doubt they will succeed
32、 in acquiring knowledge as well as improving abilities. These achievements, of course, will facilitate their learning in return. During the whole process of learning, the students feel happy and cheerful. It is the fun they get from learning that motivates them to continue their study.3.2 To individ
33、ualize learning Individualization of instruction is not only a method or technique but philosophy of education that emphasizes giving appropriate instruction that fits the special needs of a particular student. It is clear that individualized instruction is not teacher-centered any more. Many resear
34、ches show that reading instruction via the computer has the potential to actively engage students in the individualized reading and learning process because of its capabilities and flexibilities to meet their varying needs.In a classroom equipped with multimedia facilities, computers can be an effec
35、tive means of individualizing learning. When a computer is in the hands of a student, he or she can study English with his or her own learning styles, and see the results of his learning immediately and directly from the computer. He seems to be willing to spend more hours and do more exercises on a
36、 computer than by hand, which can have a strong reinforcing effect on the learning process. He is also allowed more control over his own leaning process as he himself makes the plan when he wants to do the questions and exercises based on their own progress. In this way, it is the student that makes
37、 decisions for himself rather than the teacher for the group. Though an individual is allowed more freedom in the individualized instruction mode, appropriate and well-organized materials are absolutely vital. 3.3 To effect learners autonomyChinese students tend to consider their teachers the main s
38、ource of their knowledge. Although they dislike the so-called spoon-feeding teaching, they have been accustomed to it. They seldom use their initiative to solve the problems. On one hand, the ever-increasing necessity for teaching students how to become independent and autonomous learners has brough
39、t new perspectives to the teaching professions and change traditional ideas about teachers roles. Autonomy does not mean without teachers guide but is a matter of degree. 7 Students can be asked to do lots of activities via the multimedia but the resources are so wide in the multimedia. So before st
40、udents start the activity, the teachers should give instructions clearly and concisely so that students know what to do and how to search the suitable information from the multimedia. Subsequently, the learners can actively put their previous experience into the new information working together with
41、 their partners by searching, reasoning and analyzing according to their own strategies so that they deal with the problems successfully. In the multimedia environment, learners do not confine themselves to the textbooks and relevant reference books; instead, they must explore the abundance of onlin
42、e information.On the other hand, multimedia teaching modes include assisting self-study mode, which is helpful to turn a passive learner into an active one through stimulating the initiatives in learners. Giving immediate feedback is an important aspect of computer-aided reading instruction, since i
43、t allows students to evaluate their answers while the questions are fresh in their minds. It helps prevent them from repeating the same mistakes before they get feedbacks from their teacher. Computer can analyze the problems of each student, and the analysis help the teacher instruct students proper
44、ly. .3.4 To promote an advanced interactive model of readingInteraction is widely used nowadays. According to the New Oxford Dictionary of English, “interaction” refers to the “mutual or reciprocal action or influence”. In the interactive mode, interaction includes student-teacher, student-student,
45、student-computer and student-author interaction. The former three interactive types are becoming plentiful in the multimedia environment. Teacher-student interaction is an integral part of language classroom teaching for it builds up rapport between the teacher and students. In the student-student i
46、nteractive activities, group work is one widely adopted and of great importance. From the beginning of the language study, classrooms should be interactive. When the teachers design the teaching plan, they should keep in mind that one of the multimedia basic natures is interaction, so they will add
47、some interaction elements into the class, for instance, when teaching the lesson New Zealand, the teacher can design a crossword puzzle and break up the map of the New Zealand into pieces on the computer. While reading, the teacher can divide the students into several groups according to their inter
48、est or other factors, and then ask students to fulfill the blank of the crossword puzzle by clicking the keys to remember the new words, and ask them to match the broken map correctly by clicking and drawing with the mouse through group discussion. And at the same time, the computer can evaluate the
49、 re sult immediately. If a piece of map is drawn to the proper position, the screen will show “Congratulations”, while to the incorrect position, the screen will show “Sorry, try again”, and then the teacher should give some advice to them to match the map correctly. In this way, the interactive mode will yield the positive relationship among the teacher, students and the computer and provide the optimum classroom environment.3.5 To promote an advanced co-operative model of
