| The objective of this study is to suggest a multimedia-oriented pedagogical approach to language teaching during the 1990's and for the forthcoming millennium. Initially, this dissertation maps the historical evolution of instructional approaches and methodologies since the mid-nineteenth century and evaluates the efficiency ratings of various multimedia tools concurrently available and applied during the said periods. Next, incorporating web-based technology into the curriculum is discussed through self-designed web-courses, IRC, electronic mail, MOOs, and MUDs, and ED groups. These contemporary online TELL resources are evaluated for their interactivity, collaborativeness and controllability.; Second, the present project evaluates currently available offline Russian language multimedia programs for content, appropriate choice of genre, difficulty level, setting, speech register and other factors related to content and context based TELL/CMC learning pedagogy. These resources include the videotape, CD-ROM, laserdisc (LD) and other software programs currently available as textbook supplements for Russian language instruction including other independently produced resources. And finally this project presents a videotape, laserdisc and/or DVD, CD-ROM and Internet instruction guide oriented towards presenting sequential and logical, task-based proficiency oriented classroom exercises for any foreign language instructor. These self-designed video exercises, CD-ROM and Internet-based lesson plans for Russian language instruction at all levels, attempt to illustrate an effective pedagogical application of the inherent capabilities of these interactive media while practically demonstrating the theoretical arguments discussed.; The research methodology employed comprised of an initial multimedia literature and resources survey, examination of Russian language instruction sites on the World Wide Web (WWW) and of electronic mail (e-mail) and Internet Relay chat usage as online tools in language teaching. Practical research in the classroom was conducted during the second semester beginner level course RUS 112 (Elementary Russian II) at SUNY Stony Brook. The pedagogical advantage of including an offline multimedia resource---the CD-ROM Hello Russia! 2.0 for enhancing speaking, reading, listening and writing skills and grammar and vocabulary development was examined. Additionally, the same group of students was exposed to videotapes, other Russian CD-ROM's and a laserdisc program in the curriculum and tested on the videotaped material. For the purposes of contrastive analysis, a questionnaire was designed for second semester Russian language students at Cornell University regarding the effectiveness and merits of language learning via the web-based course Beginning Russian Through Film. A comparative model of both studies yielded the following results: while oral proficiency and vocabulary recognition skills were enhanced for both programs, listening proficiency was greater enabled through the CD-ROM program Hello Russia!; The conclusions of this study strengthened the argument for consistent multimedia inclusion in the curriculum since students reported greater comprehension and recall enhancement on both linguistic and para-linguistic platforms. The visual and interactive media served to produce marked increases in motivation, class participation and speech production with a marked reduction in classroom stress. Comprehensive understanding of historical, cultural and other socio-cultural features, unique to the target language, was enhanced. |
