Teaching English

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CHAPTER I

INTRODUCTION
1.1 Background

All through the years, there has been an increasing emphasis on teaching English as an instrument for communication, and technology has played a critical function in facilitating authentic communication. The movement of language teaching objectives and practices has changed from the printed word and knowledge of language systems to the use and communicative value of the spoken language in the everyday setting (Vanderplank, 1993). In a sense, the efficacy of multimedia has drawn great consideration and is presumed, under the theory of adding an additional channel of media to send out a message, to significantly improve communication and comprehension (Dwyer, 1978).

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Multimedia technology (like TV, computers, networks, emails video cassette recorders (VCRS), compact disc ready-only memories (CD-ROMs) and interactive multimedia) aids the teaching technique of integrating real-life situations with the target language into the language classroom. In this meticulous setting, learners slowly expand their language acquisition by being exposed to the authentic environment of the target language.

According to one of the most outstanding theories of second language acquisition, Krashen (1985) proposed that learners can learn a large amount of language unconsciously through ample comprehensible input. The Input Hypothesis, stated by Krashen, argues that the use of a target language in real communicative environments and the stress on rich comprehensible input by exposing the learners to the target language in the classroom facilitate their language acquisition. In other words, language acquisition only happens when comprehensible input is suitably delivered. In this respect, language teachers struggle to employ a wide range of teaching techniques to make authentic situations and to promote learners’ language acquisition.

Many researchers have presented strong evidence that multimedia (like computers, video, and TV) have helpful effects on language learning due to rich and authentic comprehensible input (Brett, 1995; Egbert & Jessup, 1996; Khalid, 2001). Results of these studies demonstrated the significance of the use of multimedia develops learners’ language performance in reading, listening comprehension and vocabulary recognition. One survey study by the American Association of School Administrators showed that 94 percent of teachers and supervisors believe that technology has enhanced students’ learning considerably. Similarly, many English-as-a-Second Language (ESL) teachers concur that educational technology presents many possibilities for progressing students’ language proficiency, including their vocabulary, reading, listening, and speaking.

Similarly, television programs and videos have created a place in the communication of information and are powerful apparatus in improving language teaching (Anderson & Lorch, 1983). Both TV and videos communicate not only visually through pictures but also aurally throughout the spoken word, music and sound effects. The subtitle, a key role on television and videotapes, is coordinated with the dialogue or narration of the program’s audio track, expanding comprehension and understanding of TV programs and videos. Lambert, Boehler and Sidoti (1981) have asserted that the constant general movement indicates that information coming through two input types (e.g.,

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