1. Integrating English Language Classrooms with Web-Resources - by Lakshmana Rao Pinninti
Integrating English Language Classrooms with Web-Resources
Lakshmana Rao Pinninti
Ph. D. Research scholar
University of Hyderabad
Hyderabad, A. P.
ABSTRACT
The old order changes and gives way to the new. Student-centered approach replaced teacher-centered in education. Teachers are trying to adjust themselves into the new role, i.e., facilitator. In this background, advent of new technology has brought in several revolutionary changes in teaching-learning process. After all, language classrooms and teachers are not exceptions in this regard. Because of Globalization, technology is in reach of many schools and colleges. The need of the hour is indeed teacher development. Adequate awareness of the technology and available web-resources is the greatest prerequisite for the teaching community in general and language teachers in particular. This paper presents various web-resources available for English language teachers and how one can make use of them in teaching-learning process particularly in dealing with pronunciation and listening.
The old order changes and gives way to the new. Education is not an exception to this. Old education system and old methods of teaching and learning are gone. Gone are the days of chalk and talk. Student-centered approach replaced teacher-centered one. As a result, new approaches and new techniques are emerging in the field of teaching. Teachers are trying to adjust themselves into the new role, i.e., facilitator. In this background, advent of new technology has brought in several revolutionary changes in teaching-learning process. After all, language classrooms and language teachers are not exceptions in this regard.
Frequent and wide use of internet and availability of vast online resources –websites, social networks, blogs, digital libraries– are connecting people around the world. These facilities are made available to teachers in many colleges and schools. Because of Globalization and development of information technology, they are in reach of people across ages and regions. The need of the hour is indeed teacher development. Adequate training in using technology and available web-resources is the greatest prerequisite for the teaching community in general and language teachers in particular. Knowledge of available web-resources is useful to English teachers in the present techquipped classrooms where both teachers and students use internet and other technical devices in teaching-learning process. Besides using chalk and talk methods, use of web-resources creates curiosity in learners and motivates them as they experience different learning opportunities.
The objective of the paper is to present some web-resources available for English language teachers and how one can make use of them in teaching–learning process particularly in dealing with pronunciation and listening. The paper provides not only a list of we-resources but also explains how they can be used practically in classrooms.
I. Websites for teaching pronunciation
1. www.uiowa.edu/~acadtech/phonetics
This website, run by University of IOWA, offers animations that show what happens inside the mouth when English (American) sounds are produced. It is highly useful to teach English sounds as it covers both animation and auditory presentation. Vowel and Consonant sounds are classified according the standard classification found in many books. All the technical terms are explained in detail for the benefit of the teacher. Each English sound is explained in the following aspects (see figure-1):
ü Cross sectional view of speech organs.
ü Facial and lip movement.
ü Example words.
ü Step by step description of the movement of the organs of speech.
ü A real-time Flash animated articulatory diagram.
ü Video and audio of the sound spoken in context.
Who can use it?
ü Adolescent and adult learners of English pronunciation.
ü Instructors can use this for in-class projection.
Figure 1Features of the website
This website deals with some important aspects of spoken English. The section on pronunciation include: difficult consonant and vowel sounds, minimal pairs and Intonation. One of the remarkable features of this website is that one can listen to expressions produced by native speakers and record one’s pronunciation. One can compare it with native speaker’s pronunciation. This can be done on the feature ‘listen, record and practice’ (see figure 3).
II. Websites for teaching listening comprehension
1. http://www.breakingnewsenglish.com/
This website offers pre-listening and listening comprehension exercises based on current news. It has over 1,700 audio files on its archive. From the main page, one can click on the topic one is interested. One will find a transcript of the news article along with extensive exercises and activities to test one’s understanding and to strengthen one’s vocabulary. The audio can be listened to either in British or American accent depending on one’s preference.
Features of the website:
· One can listen and read the same text simultaneously.
· It provides lesson plans.
· Activities (before): True/false statements, Synonym match, Warm ups and Matching.
· Activities (while): Gap fill type exercises.
· Activities (after): Word search and Comprehension questions.
· Language questions: Multiple-choice questions and questions on verb forms.
· Other activities: writing, Homework and Survey on students and Answers for the questions
This ESL/EFL multimedia website is designed to help English learners improve their listening comprehension through a variety of audio and video conversations, interviews, and news reports. Exercises are categorised into easy, medium, and difficult levels. There are three important sections on listening comprehension.
Section one:
· General listening quizzes at three levels: easy, medium and difficult.
ü Each quiz has five types of exercises: Pre-listening exercises, Listening Comprehension exercises, Vocabulary exercises, Post-listening exercises and online investigations.
Section two: Basic listening quizzes for Beginning and Intermediate Students.
Section three: listening quizzes for academic purposes at medium, difficult and very difficult levels. Features of this Section include:
· Script along with highlighted difficult words which are explained at the end of the text.
· Pre-listening exercises.
· Multiple choice questions on listening comprehension.
· Post-listening exercises.
This website offers a number of podcasts on different topics. Features of this website include:
· Text is available with highlighted difficult words which are hyperlinked to online Cambridge Dictionary.
· Downloadable audio.
· One can listen and read the text simultaneously.
· TOEFL type Comprehension questions.
Conclusion
Though the idea of using technology in English classroom is not new, use of aforementioned resources will definitely change the ambiance of English classrooms in an ESL and EFL context. The participation of learners will be more in ‘technology integrated classrooms’ than in ‘normal classrooms’ because they experience these user-friendly online resources of learning. The list of websites cited in this paper is not a complete and comprehensive list and it is the curiosity and innovation of the facilitator to fetch more from the Internet, the modern kalpavriksha. It is also the responsibility of managements of Government and private educational institutions to provide necessary facilities.
This website uses a well-known technique for teaching pronunciation known as minimal pairs. The interesting part of the website is that the pairs of words are illustrated with images so as to help learners understand the meaning of the words. Along with minimal pairs, there are tongue twisters for practising pronunciation. This website can be used by teachers of elementary and secondary schools.
3.www.english-online.org.uk/pronounce/pronounce.html
This website consists of 24 different units and each unit is split into four parts. Part one, part two and part three use a list of minimal pairs which can be played to listen. The exercises include recognition, ‘hear the difference’ and matching with spelling. In part four, one can find two sentences differentiated just by one sound. One needs to listen to those sentences by clicking on ‘click to listen’ (see figure 2) to identify the sound pronounced and then click on the sentence. After clicking, one can find whether one’s option is right or wrong.
This website consists of 24 different units and each unit is split into four parts. Part one, part two and part three use a list of minimal pairs which can be played to listen. The exercises include recognition, ‘hear the difference’ and matching with spelling. In part four, one can find two sentences differentiated just by one sound. One needs to listen to those sentences by clicking on ‘click to listen’ (see figure 2) to identify the sound pronounced and then click on the sentence. After clicking, one can find whether one’s option is right or wrong.
References
Kung, S. C., & Chuo, T. W. (2002). Students’ perceptions of English learning through ESL/EFL websites. TESL-EJ, 6(1), 1-14.
Lyman, H. (1998). The promise and problems of English on-line: A primer for high school teachers. The English Journal, 87(1), 56-62.
Warschauer,M.,&Whitaker,P.F (1997). The Internet for English Teaching: Guidelines for teachers. TESL Reporter, 30(1), 27 -33.