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Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University [email protected] PowerPoint PPT Presentation


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Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University [email protected] SOCALLT 2008 Denver, February 14-16. Listening & Reading: Passive or Active Linguistic Skills?.

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Using Multimedia To Improve Fluency & Pronunciation In French Chimegsaikhan Banzar, Ph.D. Grambling State University [email protected]

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Using Multimedia To Improve Fluency & Pronunciation In FrenchChimegsaikhan Banzar, Ph.D.Grambling State [email protected]

SOCALLT 2008

Denver, February 14-16


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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).

C. Banzar SOCALLT 2008


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AUDITORY & VISUAL INPUT

“[…] 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)

C. Banzar SOCALLT 2008


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LINGUISTIC SIGNALS“ACCOUSTIC BUFFER”“AUDITORY MEMORY”

FROM PERCEPTION TO ASSIMILATION

(Garman, Psycholinguistics 183)

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LISTENING & SPEAKING

LISTENING SPEECH

COMPREHENSIONPRODUCTION

“built-in neural connections between hearing and speaking”

“almost automatic relationship between acoustic impression and the mechanism for reproduction”

(Nida, Learning by Listening 48)

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READING & VISUALIZING

“INFORMATION-STORING”

“MEANING-CONSTRUCTION”

(Vogely, Perceived Strategy 42)

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LANGUAGE PROCESSING

READING

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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)

C. Banzar SOCALLT 2008


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FRENCH VOWELS:

PHONETIC OPPOSITIONS

[oe] - [o] - [y] oeuf - eau-vu

soeur- sot-su

[oe] - [ø] [y] - [u]

peur- peulu-loup

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NASAL VOWELS: AUDITORY & VISUAL INPUT

[ε] - [ã] - [õ]

in, im - an - on

ain, aim - am - om

ein, eim - en

un, um - em

un - an - onsain- cent- son

lin-lent-longteint -tant- ton

main-ment-monvin-vent- vont

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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!

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Jacques Brel

NE ME QUITTE PAS

Ne me quitte pasIl faut oublierTout peut s'oublierQui s'enfuit déjàOublier le tempsDes malentendusEt le temps perduA savoir commentOublier ces heuresQui tuaient parfoisA coups de pourquoiLe coeur du bonheurNe me quitte pasNe me quitte pasNe me quitte pasNe 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

TEACHING SONGS & POEMS

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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)

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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

QUIA: STUDENTS’ SURVEY

(Grambling State University, French 101 & 102, Fall 2007)

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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).

C. Banzar SOCALLT 2008


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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), 51-75.

  • 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), 41-56.

C. Banzar SOCALLT 2008


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