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1、Research on Middle School English Teaching Under the Environment of Network-based Multimedia摘要中学英语教学变得越来越重要 ，目前中学英语教学在学校的重视下已经取得了良好的教学效果，可就教师的教和学生的学还存在很多问题。教师应该依据不同的学习环境和学生的不同水平去选择合适的教学策略和与视听说形式有关的教材，以此使多媒体教学效率更高。另外，教师还需重视课堂管理。就学生而言，要知道如何在可下自学和与他人合作学习。总而言之，如何最大限度的优化多媒体教学，教师和学生需要共同努力去改革他们的传统的教法和学法，以此
2、更好的适应多媒体教学。关键词：网络多媒体教学；中学英语听说；教师；学生AbstractListening and speaking is becoming increasingly important in middle school English teaching, which has obtained desirable teaching results by using Multimedia and has its own distinctive features. But there exist some problems in teachers teaching and stude
3、nts learning. Teachers should choose appropriate teaching strategy and teachinag materials with topic-related visual-audio-oral books and to make efficient task-based Multimedia teaching materials accroding to different learning environment and studentslevel. In addition, teachers should attach impo
4、rtance to skills of management. As for students,they should know how to teach themselves and cooperate each other after class. In a word, in order to promote the deep optimization of the network-based Multimedia, teachers and students should make efforts to reform their traditional teaching ways and
5、 learning ways respectively to adjust to the modern Multimedia educational system.Key words : Network-based Multimedia Teaching ； Middle school english ；Teachers； Students Table of ContentsAcknowledgementsI摘要IIAbstractIIITable of ContentsIVIntroduction1Chapter I The Advantage of Using Multimedia in
6、ELST21.1 The Brief of Introduction Multimedia English Teaching21.2 The Advantage of Using Multimedia31.2 .1 The Essence of Middle school English listening and speaking31.2.2 Stimula of Multi-organs from Psychological View31.2.3 Convenience of the MEVAO Environment4Chapter Two Factors Existing in the
7、 Present Middle school Listening and Speaking62.1 Factors in Students62.1.1 Poor Basic English Ability62.1.2 Psychological Drawbacks62.2 Factors in Teachers72.2.1 Out of Control in Multimedia Class72.2.2 Lack of Communication with their Students8Chapter Three Suggestions on Optimal Multimedia Englis
8、h Listening and Speaking Teaching93.1 Suggestions on Teachers93.1.1 Clear Teaching Aims93.1.2 Appropriate Teaching Materials93.1.3 Optimal Teaching Methods.103.1.3.1 Task-based Language Teaching.103.1.3.2 Interactive Teaching113.2 Suggestions on Learners113.2.1 Learners Self-study113.2.2 Cooperation
9、 between learners12Conclusion14Works cited15Introduction With the rapid development of science and technology, China has been also involved in economic globalization . English is regarded as the International language .So Middle school English Teaching is required to set higher standards, and should
10、 be given enough consideration to practical use. In recent years, it has been made a great progress, partly contributing to the development of computer and internet technology , which made the Multimedia better recognised and popular. In our country, Middle school English curriculum attaches Importa
11、nce to spoken english, aiming at improving the intercommunication abilities of middle school students.Therefore, many researchers have been done on English Visual-Audio-Oral Teaching (EVAOT) and great achievements have been made in a few years. Howerver, there are many problems which influence the p
12、resent Middle school English Listening and Speaking Teaching (ELST ). The present ELST cant reach the requirements of the Middle school English Curriculum. Most teaching modes and learning modes are still traditional and old-fashioned in using Multimedia. In the light of this situation, teachers are
13、 urgently needing to find out more appropriate teaching strategies and approaches . At the same time , middle school students also need make efforts to adjust to the new learning environment. In this thesis , the author puts forward suggestions for teachers and students so as to give them some littl
14、e clear guide under the environments of network-based Multimedia . Chapter I The Advantage of Using Multimedia in ELST The Multmedia Enghlish Teaching has a long history and its own distinctive features , such as, integration, inflexibility, etc. So it enormously impacts on foreign language and more
15、 educators and learners pay attention to it . Network technology is getting more and more popular in education accordingly. Internet is so powerful that you can search for any information needed, for there is a great deal of information for your reference. So the mighty network aided Multimedia prod
16、uces a far-reaching effect on teaching .1.1 The Brief of Introduction on Multimedia English Teaching Multimedia has been spreading in middle school English educational circle from 1999 in China. By the turn of 1990s, owing to the booming of computer technology and the coming of digital revolution, M
17、ultimedia has become increasingly available and replaces the roles of compound media in foreign language instruction. Many foreign language teachers have also done considerable and valuable research work on Multimedia Middle school English Teaching (Peng Jinding 1998 232-233); besides, the use of Mu
18、ltimedia in Middle school English Teaching is promoted by Middle school English Curriculum Requirements which were promulgated by Chinese Ministry of Education is in 2004(Huang Jian 2008 15).1.1.1 The Definition of Multimedia There are many kinds of definitions about Multimedia in academic. The auth
19、or only choose the two brief meanings to show it .One is that multimedia is definite as a set of software and hardware, combining various visual and audio media , which can deeply impress students by the sound and video effect. Users can have access to a variety of media sources with the assistance
20、of Multimedia computer. The other is that multimedia is the combination of traditional logical analysis with visual, audio and some other media which aim at the interactive application of knowledge built up and convey(Zhang Fengsheng 2006 87). Multimedia Teaching is full of complicated teaching proc
21、esses. Through Multimedia teaching software and course ,such as ,text symbol, language sound, graphics pictures, animation, etc, computer can deal with and control a set of processes Multimedia can help teacher and student to carry out teaching activities and accomplish language teaching .1.2 The Ad
22、vantage of Using Multimedia Since the role of computers in language education gradually turns into a great topic among the language educators, Multimedia Teaching has proved that there are many advantages in FLT. So it is extensively used in training skills of listening and speaking. In order to imp
23、rove the listening and speaking in Middle school English, the research on the effectiveness of Multimedia Visual-Audio-Oral Teaching is booming. It mainly refers to those English speaking and listening. Teaching and learning activities are carried out based on Multimedia system. The MVAOT is used to
24、 train skills of English listening and speaking . 1.2.1 The Essence of Middle school English listening and speaking The MVAOT aims at training learners spoken English through combing audiovisual to display visual, audio and oral materials based on pictures, graphics and plots, ect.so as to improve l
25、earners communicative competence in English.More importantly, the essence of listening and speaking decides that it is necessary to use Multimedia.Effective listening requires active mental processing by learners on several levels particularly in interactive listening situations. Listening is actual
26、ly the ability to understand others pronunciation, intonation, vocabulary, syntax and meaning; and actively to reconstruct the message that he hears( quoted by Littewood, 2000a:73). So listening is the invisible part of language learning , listening provides input for the learner. Multimedia provide
27、s all kinds of high quality material, according to Krashens Input Hypothesis (1985), learners acquire language as a result of comprehensible input addressed to them (Hu Zhuanglin 2006 270). Speaking is a two way process between speaker and listening involving the productive skill of speaking and rec
28、eptive skill of understanding. Speaking is not only to construct sentence structures but also the pronunciation, intonation, vocal organs and gestures to improve communicative competence, learners should have more opportunities to practice using target language to output some comprehensible informat
29、ion to others.（Tan Jiliang 2007 112）Such as, most of students like imitating the authentic pronunciation through their listening. From the analysis of listening and speaking, we recognize the fact that listening and speaking are related skills , Multimedia offer to some helpful environment , and it
30、will can promote language acquisition more effectively.1.2.2 Stimula of Multi-organs from Psychological View Directed on the theory of Cognitive Psychology, learning and using language in a meaningful and believable condition is stressed Treicher, a psychologist, did an experiment shows that ordinar
31、y people in learning language. The memorized proportion is ranged from 10% to 70%in a short time. The more detailed number data is, The remembered proportion is 10% by reading, 20% by listening, 30%by watching or seeing, 50% by integration of listening and seeing; but after seeing or watching, speak
32、ing can be remembered up to 70% (Zhuyu ,Huanglan 2003 95). Analyzing his experiment, the author thinks that those who can integrate listening and seeing (watching ) are effective in learning foreign language. At the same time, it is believable that those who communicate with others appropriately are
33、 more effective. Just as this, Multimedia fully takes up these features and it is combined with various visual and audio media, which can deeply impress students by words, pictures, video and so on. In the Multimedia classroom, students can use a variety of electronic resources in a real environment
34、 to accept the new initiative to stimulate their interest. In addition, students are free from the authority of teachers and traditional limited class . They dont worry about the embarrassment without answering some questions. In this relatively comfortable web-based environment, it is beneficial fo
35、r learners to cultivate their confidence and self-access learning . In a word, wonderful Multimedia and internet environment enable students to overcome the obstacle of emotional factors and is able to bring their independence , responsibility and active talent into full play and increase their moti
36、vation, enthusiasm and self-confidence.1.2.3 Convenience of the MEVAO Environment The Multimedia English Visual-Audio-Oral environment makes great influence on the changing teaching methods and modes. According to the new thought of education, student-centred learning, learners can avail this conven
37、ient environment to find and create different types of learning strategies and methods, then match the requirements of the new information age. That is why so many language learners emphasize Multimedia to train their listening and speaking skills autonomously.It mainly has two points: Providing Acc
38、ess to Authentic ResourcesOne of the most frequently mentioned features of Network-based multimedia is that network can provide easy access to wealth of information. Any users around the world could get immeasurable materials through it. Language teachers are those who benefit most from the rise the
39、 Internet. In the past teachers could hardly get authentic materials unless they went abroad or subscribed to books or journals written in the target language. With the limited resources, it was even harder to find authentic materials that suited the individual learners needs. Now, language teachers
40、 can easily the materials on the net.Language learners also benefit a lot from the Internet since they could look for anything they are interested in. If they want to read or listen to the news, for example, there are a number of sources offering the latest news in print or audio format.The most imp
41、ortant newspapers and magazines in the world are available online and the same is the case with radio and TV channels.Matching Individuals Learning Style and PaceComputer technology also enables students to take more control of their own learing. Technology can be individualized to meet theneeds of
42、the language learner. It allows to vary the time they spend on different tasks. For instance, they can use repeat and replay functions to hear and see phrases until they are understood. Students can choose to printed text as well as listen to a spoken text. They can also set their own schedules and
43、pace of their learning.Chapter Two Factors Existing in the Present Middle school Listening and SpeakingThere is no denying that network-based Multimedia is very beneficial for listening and speaking teaching. But still exist a lot of problerms. The author has got along with many non-English major mi
44、ddle school students during the past four years in Xu Chang University. Middle school English emphases on speaking and listening , but they are not satisfied with their class and have no interest in teaching themselves in spare time. The author learned that a great part of students complain of their
45、 MAVO class they knew. Some students are junior, and some are even senior. They had no interests in English and didnt know why since they entered middle school. The author summarized some apparent factors from learners and teachers respectively .2.1 Factors in Students Theoretically, middle school s
46、tudents learned English at least six years before they entered the middle school. They should have enough basic vocabularies and grammars to the transition from study language in itself to the communicative competence. However, half middle school students are not satisfying. In order to inquire into
47、 the more detailed problems, the author takes Xu Chang Universitys students as an example.2.1.1 Poor Basic English Ability Middle school English is far different from middle school English.From the authors some informal investigation of freshman, their biggest obstacle is listening and speaking. Xu
48、Chang University is a second-class middle school, so when the students are enrolled, their English level is tend to be common.The average score is not more than 100(full score is150) .In addition, apparently, poor vocabulary, pronunciation, etc, are nothing new. The critical factor is no requirement of listening and speaking in middle school entrance examination, which leads to their difficulties of adjusting to middle school English class in short terms. Middle school English course not only contains some knowledge but more cultural background to know. In addition, the l
