AModelforListeningandViewingComprehensionin.docVIP

A Model for Listening and Viewing Comprehension in Multimedia Environments Debra Hoven University of Queensland, Australia Abstract This paper proposes an instructional design model appropriate for humanistic multimedia Computer-Enhanced Language Learning (CELL) in a self-access environment for second language learning through listening and viewing comprehension. The model is grounded in sociocultural theory, and set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning, and user-friendly instructional software design. INTRODUCTION Computers give learners freedom to work at their own pace and level, and to receive immediate and personalized feedback. In terms of group dynamics, they enable learners to pool their knowledge in more effective ways and enhance peer correction and language repair work. For this reason, the term CELL is used here in preference to CALL (Computer-Assisted/Aided Language Learning) to recognize the enhancing role that computers play in the language learning process. Humanistic elements of the use of computers in language learning emerge in discussions of types and techniques of learning, where CELL brings the real world into the classroom, makes learning more relevant, develops the learners’ sense of responsibility, promotes non-linear and co-operative learning, helps reduce the need for a meta-language, and changes the role of the teacher (Batley Freudenstein, 1991, pp.14-16). From a philosophical point of view, computers have a very different role today than they did in the past. By taking on humanistic principles and shedding the rigidity of behaviorist approaches and associated programmed learning, the scenarios for the use of computers in language learning can be greatly expanded. In sharp contrast to the criticisms levelled at language laboratories, both with and without computer technology