Effectiveness of Technology in Language Lab

Topics: English language, Language education, Teaching English as a foreign language Pages: 8 (2307 words) Published: July 24, 2012

Course title: HUM- 2110
Course Name: English Language Lab

Date of Submission: 23/07/2012

Submitted To: Kazi Dawood Hafiz

Submitted By: Md Shakib Akther Rahat
Roll :
Section : B(B2)
Year : 02 , Semester : 01
The Effectiveness of Using Technology in English Language Learning Through Language lab

One of the most substantial uses in education is the use of technology. Also technology is an increasingly influential factor in education. 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 1stlanguage. 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. 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 up liftment of modern styles; it satisfies both visual and auditory senses of the students. A Brief History of Technology and Language Learning

Virtually every type of language teaching has had its own technologies to support it. Language teachers who followed the grammar-translation method (in which the teacher explained grammatical rules and students performed translations) relied on one of the most ubiquitous technologies in U.S. education, the blackboard perfect vehicle for the one-way transmission of information that method implied. The blackboard was later supplemented by the overhead projector, another excellent medium for the teacher-dominated classroom, as well as by early computer software programs which provided what were known as "drill-and-practice" (or, more pejoratively, "drill-and-kill") grammatical exercises. In contrast, the audio-tape was the perfect medium for the audio lingual method (which emphasized learning through oral repetition). University language classes in the 1970s and '80s usually included obligatory sessions at the audio lab where students would perform the dreaded repetition drills. By the late 1970s, the audio lingual method fell into disrepute, at least in part due to poor results achieved from expensive language laboratories. Whether in the lab or in the classroom, repetitive drills which focused only on language form and ignored communicative meaning achieved poor results. The 1980s and 1990s have seen a shift toward communicative language teaching, which emphasizes student engagement in authentic, meaningful interaction. Within this general communicative trend, we can note two distinct perspectives, both of which have their implications in terms of how to best integrate technology into the classroom. These can roughly be divided into cognitive approaches and socio cognitive approaches. Name of Technologies

* Computer
* Camera
* Projector
* Audio System
Use of Technology in...
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