Emerging Technology In English Language Teaching and Learning

With the spread and development of English around the world, English is used as a second language in a country like India and for some people the 1st language. It enjoys a high prestige in the country. At present the role and status of English in India is higher than ever as evidenced by its position as a key subject of medium of instruction, curriculum. As the number of English learners is increasing different teaching methods have been implemented to test the effectiveness of the teaching process. Use of authentic materials in the form of films, radio, TV has been there for a long time. It is true that these technologies have proved successful in replacing the traditional teaching. The new era assigns new challenges and duties on the modern teacher. The tradition of English teaching has been drastically changed with the remarkable entry of technology. Technology provides so many options as making teaching interesting and also making teaching more productive in terms of improvements. Technology is one of the most significant drivers of both social and linguistic change. Graddol: (1997:16) states that” technology lies at the heart of the globalization process; affecting education work and culture. The use of English language has increased rapidly after 1960. At presents the role and status of English is that it is the language of social context, political, socio cultural, business, education, industries, media, library, communication across borders, and key subject in curriculum and language of imparting education”. It is also a crucial determinant for university entrance and processing well paid jobs in the commercial sector. Since there are more and more English learners in India, different teaching methods have been implemented to test the effectiveness of the teaching process. One method involves multimedia in ELT in order to create English contexts. This helps students to get involved and learn according to their interests, it has been tested effectively and is widely accepted for teaching English in modern world. Technology is utilized for the upliftment of modern styles; it satisfies both visual and auditory senses of the students. With the spread and development of English around the world, English has been learned and used by more and more speakers. According to David Graddol ‘it is the language at the leading edge of scientific and technological development, new thinking in economies and management

As the use of English has increased in popularity so has the need for qualified teachers to instruct students in the language. It is true that there are teachers who use ‘cutting edge’ technology, but the majority of teachers still teach in the traditional manner. None of these traditional manners are bad or damaging the students. In fact, till date they are proving to be useful also. However, there are many more opportunities for students to gain confidence practice and extend themselves, especially for ESL students who learn the language for more than just fun. For them to keep pace with ELT and gain more confidence they have to stride into the world of multimedia technology.

many years and continues to vex policy makers all over the world. Much of the early debate around the early introduction of language learning into schools centred on the critical period hypothesis (CPH) which, broadly stated, ‘is a causal explanation for the differential success in acquisition of a second language by younger and older learners’, (Bialystok and Hakuta, 1999: 162). However, a longitudinal study in the UK on the teaching of French in both primary and secondary schools conducted by Burstall et al. (1974) showed that apart from improved pronunciation there appeared to be no significant difference between attainment for learners who started earlier and those that started later. This meant that, in the state sector in the UK at least, foreign languages were not taught in the primary sector for many years. The research and the debate have continued, but no definitive answer has been forthcoming. Kirsch (2008: 4) summarizing our current understanding in this area suggests the following: ■ Research into the optimum age for language learning is inconclusive ■ An early start has a positive impact on children’s attitudes ■ the only advantage of an early start is the total amount of time spent actively on learning a language. However, the growth of globalization of trade and the predominance of English in the media, particularly on the internet, have been responsible for driving change in language education policy and there is a global trend towards introducing English language teaching into the primary sector. Within a politically charged educational environment, some policy makers have decided that the creation of a well-educated, English speaking workforce may be one route out of the current global economic downturn. Parents often consider academic excellence in English to be the number one priority in terms of access to higher education, university accreditation and economic prosperity for their children. Consequently, in many countries, children now begin their study of English at primary level.

There is no right answer to this question, as it will depend on many factors: the age of the children, class size, the competency of the teacher, availability of resources, the school context and the framework constructed by bodies that create the educational landscape for the locality. Should oral development precede reading and writing? There is a school of thought that suggests children learn best by hearing robust learning of literacy. However, the relative success of this type of approach may lie in the oral competency of the teacher and easy access to appropriate resources. In some contexts it may make more sense to expose children early to reading, learning phonics and the explicit teaching of grammar. Clearly, it makes little sense to be teaching reading and writing in a second language beyond what has been achieved in a first language, although it may be possible for the two languages to develop at similar rates. However, older learners may have knowledge of literacy to transfer over from a stronger first language. In many contexts, schools are measured by how many children pass academic exams, which may necessitate and encourage a ‘teaching to the test’ mentality amongst teachers. However, this could mean that the more important aspects of learning are neglected.

To Cultivate Students’ Interest in Study Nowadays, the stereotyped traditional teaching methods and environment are unpopular while multimedia technology featuring audio, visual animation effects naturally and humanely makes us more access to information besides, with such characteristics as abundant-information and crossing time and space, multimedia technology offers a sense of reality and functions very well, which greatly cultivates students’ interest and motivation in study and their involvement in class activities.

Traditional teaching has hampered students’ capacity to comprehend certain language and also understanding to structure, meaning and function of the language, and makes the students passive recipients of knowledge, so it is hard to achieve the target of communication. With teachers’ instructions leading students’ thought patterns and motivating students’ emotions, the multimedia technology seeks integration of teaching and learning and provides the students greater incentives, The PPT courseware activate students’ thinking; the visual and vivid courseware rand help them to transforms English learning into capacity cultivation. And such in-class activities as group discussion, subject discussion, and debates can also offer more opportunities for communication among students and between teachers and students. So multimedia technology teaching has uniquely inspired students’ positive thinking and communication skills in social practice.

background, rich content and true-to-life language materials, which are much natural and closer to life. Not only could learners improve their listening ability, but also learn the western culture. Grasping information through various channels can equip; the students with knowledge and bring about information-sharing among students and make them actively participate in class discussion and communication.

Multimedia teaching stresses the role of students, and enhances the importance of “interaction” between teachers and students. A major feature of multimedia teaching is to train and improve students’ ability to listen and speak, and to develop their communicative competence, During this process, the teacher’s role as a facilitator is particularly prominent. Using multimedia in context creation creates a good platform for the exchange between teachers and students, while at the same time providing a language environment that improves on the traditional classroom teaching model. In this way, teachers in the classroom no longer blindly input information and force students to receive it in a passive way.

Multimedia teaching creates a context for language teaching. This method makes the class lively and interesting, as well as optimizing the organization of the class. Multimedia has its own features such a s visibility and liveliness. During the process of multimedia English teaching, sounds and pictures can be set together, which enhances the initiative of both teachers and students, When using multimedia software, teachers can use pictures and images to enrich the content of classes, and also imagine different contexts in the process of producing teaching courseware, Students in the class can use multimedia to understand the class in a clear way. Through the whole interactive process, it is apparent that using multimedia in ELT is effective in nurturing students’ interest in learning English, as well as enhancing teachers’’ interest in English teaching. As Zhang points out through Multimedia and network technology we can offer students not only rich, sources of authentic learning materials, but also an attractive and a friendly interface, vivid pictures and pleasant sounds, which to a large extent overcomes the lack of authentic language environment and arouses students’ interest in learning English.

technologies now available can support teachers and learners in a variety of ways both inside the young learner classroom, but also more and more in the home environment and while learners are on the move about their daily lives. Technological use is clearly ‘situated’, dependent on background and predicated on the notion that what works in one context may not be entirely replicable in another. However, creative practitioners will always be able to see the potential for an idea and are particularly skillful at customizing approaches to meet the individual needs of their learners. With the ongoing reduction in developed costs, greater coverage and increasing speeds of announcement networks and the development of a ‘read/write Web’, English language teachers have an unparalleled opportunity to ensure their curricula and teaching styles genuinely meet the needs.

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