The Study On The Effect Of Multimedia Used In Theme-based Listening And Oral English Class

Traditional English class in China generally features teacher-centered and test-oriented teaching. Consequently, EFL learners tend to prioritize grammar and vocabulary over cultivation of communicative competence and lack motivation in listening and oral English learning.Multimedia-assisted language learning (multimedia CALL), as the latest mode of CALL, excels traditional EFL teaching and learning in that it integrates texts, graphics, images, animations, audios and videos in a diverse and creative manner and therefore creates an authentic English learning environment. Similarly, theme-based approach, based on Krashen's theory of second language acquisition, teaches linguistic knowledge less conspicuously than conventional method by building linguistic concerns around a theme that is closely related to learners'real life experience. In view of the synergy of multimedia CALL and theme-based pedagogy, the author of this thesis hypothesizes that multimedia-assisted theme-based approach, when applied to listening and oral English class, is conducive to motivating EFL learners towards listening and oral English learning and ultimately to increasing their English listening and oral performance.To test this hypothesis, an empirical research was conducted in Xi'an Peihua College over the second semester of the 2005-2006 academic year (February to July, 2006). Two comparable parallel classes, each with 37 non-English major sophomores, were recruited as participants in the experiment. Demographic statistics indicated there were no significant differences between the two classes in terms of composition of gender, age, overall English proficiency or English learning background. All variables that would influence the experimental outcome were manipulated alike except that the experimental class was taught with multimedia-assisted theme-based approach while the control class was instructed in the conventional way.Multiple methods of data collection including tests, questionnaires, close-ended one-to-one interview and diary were adopted in the experiment. To collect quantitative data, tests and questionnaires were adopted. Authentic CET-4 (June 2004) listening comprehension tests were adopted as pre- and post-tests to assess subjects'English listening comprehension prior to and after the experiment. In addition, two parallel...