Multimedia Learning in Second Language Acquisition
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Multimedia Learning in Second Language Acquisition
Multimedia Learning in Second Language Acquisition
The goals of the use of language includes: 1. Communication of ideas 2. Maintenance of social relations 3.Discussion To determine one's level of language, it it dependent upon these competencies: 1. Processing Input (listening/reading) 2. Attending to input (interaction) 3. Output (assigning meaning to verbal/visual stimuli: speaking/writing) 4. Cultural/situational context
Approaches to Learning Language There are different approaches to learning. Most of us are familiar with the structural approach in which relies on drills and practice and grammar based activities. However, research shows that the more we use higher thinking with language, the better we are at learning it. The chapter defines two ways of acquiring a new language. Second language acquisition is the incidental acquisition of language through meaningful interaction whereas second language learning is through formal instruction. The chapter focuses on language acquisition and its related studies.
Input First, it provided cases studies regarding language input. The most meaningful input is comprehensible input with interaction such as simplification, elaboration, clarification, definitional support or redundancy. Comprehensive input helps the learner remember language better. Having pictorial input is better than not being provided with any and is better when there is a written presentation prior to the pictorial input. It also helps when there are narrations prior to videos and if there was instant feedback to comprehension tasks.
Interaction Interaction is crucial and helps in long term memorization. Text/pictures with glosses better than those without. When both text and pictorial annotations for vocabulary learning are available, it is better than having a single annotation. Research also shows that visual annotation decays slower than verbal annotations but teachers must keep in mind that the assessment method should match learning method for best results. Another important finding is that translations are helpful for beginning level students but students who are more advance can do without them because they are capable of using context clues to figure out the definitions and gist of the input. Learners with control over pace and order perform better except for low prior-knowledge learners who need guidance and structure in multimedia learning environments.
Integration Advance organizers in form of questions, statements, images, brain-storming or video helps students grasp concepts presented in materials that follow. Text paragraph and pictures prior to video also helps comprehension.
Of course, there are plenty of limitations in all the other chapters in the book. Since many of the studies are conducted upon college students, the controlled setting does not always reflect the natural setting. The research results may not hold true to the student populations we deal with day to day.
