Technological Prop Up to Develop Listening Skills to Meet the Changing Needs of the 21st Century

Topics: Language education, Second language, Second language acquisition Pages: 7 (2194 words) Published: November 7, 2011

Ph D Scholar,
Dept of Linguistics,
Bharathiar University,

In the midst of the rapid tempo at which technology is changing nowadays, the styles and strategies of students' learning are also developing and escalating. This paper will have a bird’s eye view on how using technology can facilitate develop listening skills. First, the low-tech components: radio, tape recorders, and language laboratories. Permeation of technology is seen everywhere. First, new technologies are an important component of any pedagogy that prepares students for living in the 21st century. New technologies are obviously essential in teaching students how to be literate with the tools that they will need for their futures. Second, new technologies are an important ingredient in meeting the challenge of individual differences. Where print technologies present many barriers to students because of their essential “one size fits all” quality, digital media can have just the opposite effect. Their malleability and customizability allow digital media to provide a flexible platform that can meet the challenge of different kinds of learners. Then the huge influence video has had in language teaching (mid-tech). And finally, explores some of the high-tech features of computer technology in and out of the classroom. As a gizmo for listening skills development, there is a logical match of system characteristics (combining text, audio and video) and the goal of listening skills development in L2. Introduction

Listening is "the process of receiving, constructing meaning form, and responding to spoken and / nonverbal messages". Michael Purdy offers a slightly expanded definition that includes memory: Listening is the active and dynamic process of attending, perceiving, interpreting, remembering, and responding to the expressed needs, concerns, and information offered by other human beings. The past two decades have brought to language teaching and learning a wide range of audio-visual technologies. From among these, no single tool for teaching and learning has had greater impact than the personal computer. Today, individual learners can, in addition to interacting with computer-generated text and graphics, control combinations of analog and digital sound and images. Arranging these combined media into intelligent, pedagogically-driven material is a challenge to materials developers. Effectively integrating the technology into language learning contexts rep- resents a challenge for language teaching professionals. A critical step in accomplishing these goals is careful examination of the technology’s features in light of the needs, goals, and processes of language learning. The following discussion is an attempt to focus attention on the multi modal features of the technology that can interact with the development of listening skills in a second or foreign language Radio

Listening to the radio is one of the most accessible ways a learner has of developing listening skills. Radios are low-tech, and radio broadcasts are continuous. Listening to the radio, however, is not an activity that is often used in class time. Perhaps this is because radio listening can be done only in real time, and the scheduling of language classes to catch particular radio programs is difficult. Furthermore, the difficulties of obtaining copyright often prevent teachers from recording from the radio for classroom use. But it is still a listening medium that offers many potential benefits for learners, some of which are outlined below. • Real time listening aspect

• Access to native speaker models
• Specially produced language programs
• Access to information
• Accessibility & Convenience
• Opportunity to listen creatively to the...
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