the application of multimedia technology in college english education

1、<p>　　The Application of Multimedia Technology in College English Education</p><p>　　Abstract: Network and multimedia technologies combine the graph, writing, sound, animation, phantom and so on with th

2、e course content organically, enabling the learners to use multiple sense organs. Learners of visual, auditor and kinesthetic style who prefer different sensation channels can all obtain effective information stimulation

3、, so teaching may be adapted to learners of different cognitive styles. As our country has just started research and utilization of personalized teaching, this pap</p><p>　　Key words: english education, mult

4、imedia technology, network </p><p>　　1. Introduction </p><p>　　Since the 1970s, overseas scholars have started exploration and research of the individual differences. US higher institutes have a

5、lways had glorious tradition of personalized teaching. Gander, an American psychologist proposed theory of multi-dimensional intelligence, namely, humanities have at least more than seven advantages, and that different p

6、eople' s intelligence types, learning advantages, learning needs and cognitive styles are different. When teaching respects individual differences an</p><p>　　Personalized foreign language teaching, name

7、ly, one which respects the learners’ individual differences, such as differences in gender, age, individuality, motive, language proficiency, ability aptitude, cognitive style, learning strategy and so on, and adopts tea

8、ching strategies that conform to individuality, and promote the learners’ harmonious development of their personalities. In other words , teaching emphasizes learning process and rules, in view of different learners’ ind

9、ividual differen</p><p>　　2. Differences Cognitive Style </p><p>　　Cognitive style is a term in cognitive psychology. Domestic scholars X.T.Cheng, and M. Zheng (2002) define it as :the learner&#

10、39; s way of distinguishing, processing, storing, extracting information in the cognitive process, and the learner' s orientation of solving problems as well. Sometimes it is also called the study style [2]. As an im

11、portant constituent of difference in individuality, cognitive style is an important factor that affects foreign language learning strategy and learning result. T</p><p>　　H.Witkin, an American psychologist h

12、as drawn a conclusion based on research of consciousness that field dependent persons are very difficult to differentiate the key part from its background, they tend to use external objects as reference to form a whole i

13、mpression, unlikely to initiatively process external information. Field dependent persons are sensitive to social environment. Field independent people can easily separate the key part from the ambiguous environment, and

14、 they are insensitive to</p><p>　　2.2. Impulse and Cautious Style. </p><p>　　I the teaching process, some students reply questions without hesitation, respond rapidly, but their answers are freq

15、uently inaccurate, while others favor giving surer answers after careful thought. The former are impulse learners, while the latter cautious learners. In foreign language class, the male students mostly belong to the imp

16、ulse, who emphasize prompt response, enthusiastic speech and fluent language, not paying too much attention to the accuracy of the expressions. The female students</p><p>　　2.3. Visual, Auditor and Kinesthet

17、ic Style </p><p>　　According to the preference to the feeling channel to produce the best results when memorizing a material, cognitive style may be categorized into visual type, auditor type and kinesthetic

18、 type. The visual type is good at the study through reading, the auditor type is good at communication of listening and speaking through conversation, discussion as well as group task and the kinesthetic holds that speak

19、ing and acting contribute to higher efficiency of study. Eisenstein draws a conclusion throu</p><p>　　3.1. Network and Multimedia Technologies to Aid Personalized Teaching </p><p>　　1) Network M

20、ultimedia Technologies </p><p>　　Modern teaching technology is the tool and media of storing and transmitting teaching information manufactured by using modern science and technology ,mainly optic and acoust

21、ic media, text and image media, audio-visual media, synthetic media. To save teaching software of various medias in the form of data base in Internet' s server using modern teaching approach, then use computer techno

22、logy, process comprehensively multiple information in forms of text, graph, image, sound, video, animation and</p><p>　　2) Network and Multimedia Technologies Applied to Personalized Teaching </p><

23、;p>　　To respect the students’ differences in cognitive style, the teacher needs to provide diverse study modes to match the teaching activity. Traditional foreign language class is unable to satisfy this need, but the

24、 network and multimedia technologies may be the key to break this bottleneck. </p><p>　　D. Frey , and M. Simonson (1993) discovered that multimedia is not only an education tool, but an effective cognitive t

25、ool, which suits learners of different cognitive style[4]. R. Abraham (1985) discovered that computer assistance deductive teaching (present language rules directly) improved field dependent learners’ study condition dis

26、tinctively, the computer assisted inductive teaching (only give example sentences, request students to induce language rules) improved field independent students</p><p>　　In the multimedia self-service langu

27、age learning center, cautious and impulse learners may adjust the learning pace and advancement voluntarily according to their learning conditions and response time. On the Internet there are massive English teaching web

28、sites and study websites, on which learners may enjoy the rich top- quality teaching resources and obtain experts and famous teachers' instructions, and may chat using the email and video frequency, and improve their

29、 English proficiency by inte</p><p>　　Current events are integrated into teaching content. Course content is no longer limited to certain textbook, instead rich online resources can be taken advantage of The

30、 teacher arranges, plans and designs the course content according to the program of instruction in view of teaching requirements and needs, preferences of the different cognitive style, ha which enjoys great flexibility,

31、 and may be replaced at any moment if necessary. 　　Communication can be done through network, while the teache</p><p>　　3.2. Respecting Cognitive Style Differences and Conducting Foreign Language Teaching A

32、ccordingly </p><p>　　Cognitive style itself does not have division of ft and unfit quality, only when completing different tasks certain cognitive styles get more advantages. Students of different cognitive

33、styles, do not necessarily have differences in academic records . In view of the students' different cognitive styles, the teacher may adopt methods which allow nature to take its course, in view of different learnin

34、g tasks, the students of different cognitive styles may display their respective strong points in </p><p>　　1) Strategies for Field Independent and Field Dependent Learners </p><p>　　Field depen

35、dent foreign language learners, as a result of their better communication aptitude, enjoy certain superiority in the initial stage of foreign language study, but with the increase of difficulty in study tasks, their fore

36、ign language learning is inferior to the field independent learners. Field dependent learners are easily influenced by the environment, so when there exists exterior incentive, they study well. They are easily influenced

37、 positively by other s, especially those they adm</p><p>　　Cautious students are diligent, orderly, with much attention to details, whose attention span is small. They do remarkably better in English than im

38、pulse students, especially in reading comprehension part, because they can adapt to present situation of emphasis on accuracy in test of English reading in our country. In solving an English examination paper including s

39、ubjective exercises (translation short answer questions, writing) and objective ones, the cautious students score rate are higher in</p><p>　　The impulse students solve multi-dimensional tasks more quickly t

40、han the cautious ones, and they excel in analyzing questions overall and are likely to neglect the details, having difficultly with accuracy of the language use. But school examinations focus more on detailed analysis, t

41、herefore most impulse students’ academic records are not satisfactorily. Foreign language teaching must encourage this kind of students, using brain extreme turn and time limited teaching strategies, enabling them t</

42、p><p>　　The two cognitive styles both have their respective advantages, the impulse cognitive style is advantageous for language fluency while the cautious style is advantageous for accuracy in language express

43、ion. So overemphasizing the accuracy and correcting ever mistake are not favorable for developing the students' habit of fluent expression, while overemphasizing fluency, not making any revision to language errors is

44、 disadvantageous for establishment of language structure and habit. Laying equal s</p><p>　　References </p><p>　　[I] L.Y. Huo, "Gardner's multi-dimensional intelligence theory", in

45、. Comparitive Education Study, vol.III, 2003, pp.45-47. [2] X.T.Cheng, and M. Zheng. English Study Strategy , Beijing: Foreign Language Teaching and Research Publishing House ,2002. </p><p>　　[3] H.A.Witkin,

46、 Cognitive Styles in Personal and Cultural Adaptation , . N.P.: Clark University Press, 1978. </p><p>　　[4] D. Frey , and M. Simonson, "Assement of cognitive style to examine students' use of hyperm

47、edia within historic costume" in Home Economics Research Joural, vol . 21, 1993,pp.403-421. </p><p>　　[5] R. Abraham, "Field independence-dependence and the teaching of grammar" in TESOL Quart