Presentation is loading. Please wait.

Presentation is loading. Please wait.

1 Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University SOCALLT 2008 Denver,

Similar presentations


Presentation on theme: "1 Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University SOCALLT 2008 Denver,"— Presentation transcript:

1 1 Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University SOCALLT 2008 Denver, February 14-16

2 C. Banzar SOCALLT Listening & Reading: Passive or Active Linguistic Skills? Shrum & Glisan (2005): “Listening and reading are often catalysts for speaking and/or writing” (Teachers’Handbook: Contextualized Language Instruction, 154). Murphy (1991): “[…] speaking, listening, and pronunciation are characterized as reciprocally interdependent oral language processes” (Oral Communication in TESOL: Integrating Speaking, Listening, and Pronunciation, 51). Vogely (1995): “[Listening comprehension] is becoming increasingly recognized as a process of constructing meaning based on multidimensional relationships between the learner and all of the internal and external influences and the intrinsic and extrinsic elements involved in that learner’s reality” (Perceived Strategy Use During Performance On Three Authentic Listening Comprehension Tasks, 41).

3 C. Banzar SOCALLT “[…] primary inputs from systems concerned with auditory, visual and body-spatial processing interconnect. Each sensory representation – how a word sounds, how it appears on the page, how it feels to articulate and to write, as well as what its referent looks like, sounds like, feels like, and so on – is complexly interconnected with each other.” (Garman, Psycholinguistics 76) AUDITORY & VISUAL INPUT

4 C. Banzar SOCALLT LINGUISTIC SIGNALS “ACCOUSTIC BUFFER” “AUDITORY MEMORY” (Garman, Psycholinguistics 183) FROM PERCEPTION TO ASSIMILATION

5 C. Banzar SOCALLT LISTENING & SPEAKING LISTENING SPEECH COMPREHENSION PRODUCTION “built-in neural connections between hearing and speaking” “almost automatic relationship between acoustic impression and the mechanism for reproduction” (Nida, Learning by Listening 48)

6 C. Banzar SOCALLT READING & VISUALIZING “INFORMATION-STORING” “MEANING-CONSTRUCTION” (Vogely, Perceived Strategy 42)

7 C. Banzar SOCALLT LANGUAGE PROCESSING VISUALIZING PRONUNCIATION SPEAKING FLUENCY LISTENING READING

8 C. Banzar SOCALLT PRONUNCIATION & FLUENCY: PEDAGOGICAL STRATEGIES Macro- and micro-level approach Learner’s affective states Learner’s commitment (time & energy) Segmental & supra-segmental level Exchange of meaningful information (Murphy, Oral Communication 58-60)

9 C. Banzar SOCALLT FRENCH VOWELS: PHONETIC OPPOSITIONS [oe] - [o] - [y] oeuf - eau - vu soeur - sot - su [oe] - [ ø] [y] - [u] peur - peu lu - loup

10 C. Banzar SOCALLT NASAL VOWELS: AUDITORY & VISUAL INPUT [ε] - [ã] - [õ] in, im - an - on ain, aim - am - om ein, eim - en un, um - em un - an - on sain - cent - son lin - lent - long teint - tant - ton main - ment - mon vin - vent - vont

11 C. Banzar SOCALLT TEACHING DIALOGUES & CONVERSATIONS Bonjour, Monsieur! Madame! Mademoiselle! Je suis … Je m’appelle … Et vous? Comment vous appelez-vous? Enchanté(e). Comment allez-vous? Je vais très bien, merci (bien, assez bien, comme ci comme ça, pas mal, mal). Au revoir! A bientôt! A demain! A plus tard! A toute à l’heure!

12 C. Banzar SOCALLT TEACHING SONGS & POEMS Jacques Brel NE ME QUITTE PAS Ne me quitte pas Il faut oublier Tout peut s'oublier Qui s'enfuit déjà Oublier le temps Des malentendus Et le temps perdu A savoir comment Oublier ces heures Qui tuaient parfois A coups de pourquoi Le coeur du bonheur Ne me quitte pas Ne me quitte pas Ne me quitte pas Ne me quitte pas Jacques Prévert DÉJEUNER DU MATIN Il a mis le café Dans la tasse Il a mis le lait Dans la tasse de café Il a mis le sucre Dans le café au lait Avec la petite cuiller Il a tourné Il a bu le café au lait Et il a reposé la tasse Sans me parler Il a allumé Une cigarette Il a fait des ronds Avec la fumée Il a mis les cendres Dans le cendrier Sans me parler Sans me regarder

13 C. Banzar SOCALLT PERSPECTIVES OF USING MULTIMEDIA INTERNET (Blackboard, Moodle, QUIA, websites) PODCAST (audio, video, Internet) VIDEO-CONFERENCING (interactive real time course delivery method) IPOD (audio, video) IPHONE (audio, video, Internet, voice recording, text messaging)

14 C. Banzar SOCALLT QUIA: STUDENTS’ SURVEY  VERY BENEFICIAL: computerized & online challenging instant feedback possible to compare answers to self-correct & re-submit saves time and paper impossible to lose homework convenient to do at own pace enhances self-learning process BUT:  dependent on the Internet  not tailored to beginners  not interactive  oral recordings too fast & unintelligible  instructions not clear  some activities too long  impossible to turn in late work  strict grading system  examples need to be improved (Grambling State University, French 101 & 102, Fall 2007)

15 C. Banzar SOCALLT USING MULTIMEDIA: LEARNERS’ PERSPECTIVE “I chose to use voice recording as an option, as it allows me to practice my pronunciation and challenges me to listen objectively to my attempts at the language, often helping me realize incorrect pronunciation and word groupings. Hearing my own voice repeatedly seems to help me better form words and memorize necessary information. I have found recording my voice and correcting my pronunciation and grammatical inconsistencies aid me to improve my oral presentations.” (Christopher Champion, French 306, Fall 2007). “I-Phone has many features. One of them is a software that enables users to record up to hours of voice memory. This feature allows us, students, to record our professors, then go back and replay the new words and grammar explanations, so that we can comprehend and memorize the lesson better. […] Another alternative is a USB recorder that is much cheaper and easier to use than the I- Phone. But the main difference is that it needs to be connected to a desktop or laptop with a USB port with speakers in order to play the voice recordings. Since I have been using these devices, it has been an improvement in my grade and my understanding of the French language.” (Derreck Wellington, French 102, Spring 2008).

16 C. Banzar SOCALLT CITED WORKS Garman, Michael (1990). Psycholinguistics. Cambridge: Cambridge UP. Murphy, John M. (1991). “Oral Communication in TESOL: Integrating Speaking, Listening, and Pronunciation.” TESOL Quarterly, 25 (1), Nida, Eugene A. (1982). “Learning by Listening” in Innovative Approaches to Language Teaching, Ed. Robert W. Blair. Rowley, MA: Newbury House Publishers. Shrum, Judith, & Glisan, Eileen (2005). Teachers’Handbook: Contextualized Language Instruction. 3rd Ed. Thomson & Heinle. Vogely, Anita (1995). “Perceived Strategy Use During Performance On Three Authentic Listening Comprehension Tasks.” The Modern Language Journal, 79 (1),


Download ppt "1 Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University SOCALLT 2008 Denver,"

Similar presentations


Ads by Google