SOCALLT 2008
Denver, February 14-16
Using Multimedia
To Improve Fluency
& Pronunciation
In French
Chimegsaikhan Banzar, Ph.D.
Grambling State University
[email protected]
1
Listening & Reading:
Passive or Active Linguistic Skills?
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Shrum & Glisan (2005): “Listening and reading are often catalysts for
speaking and/or writing” (Teachers’Handbook: Contextualized Language
Instruction, 154).
Murphy (1991): “[…] speaking, listening, and pronunciation are
characterized as reciprocally interdependent oral language processes”
(Oral Communication in TESOL: Integrating Speaking, Listening, and
Pronunciation, 51).
Vogely (1995): “[Listening comprehension] is becoming increasingly
recognized as a process of constructing meaning based on
multidimensional relationships between the learner and all of the
internal and external influences and the intrinsic and extrinsic elements
involved in that learner’s reality” (Perceived Strategy Use During
Performance On Three Authentic Listening Comprehension Tasks, 41).
C. Banzar SOCALLT 2008
2
AUDITORY & VISUAL INPUT
“[…] primary inputs from systems concerned with
auditory, visual and body-spatial processing
interconnect. Each sensory representation – how a
word sounds, how it appears on the page, how it feels
to articulate and to write, as well as what its referent
looks like, sounds like, feels like, and so on – is
complexly interconnected with each other.”
(Garman, Psycholinguistics 76)
C. Banzar SOCALLT 2008
3
FROM PERCEPTION TO
ASSIMILATION
LINGUISTIC SIGNALS
“ACCOUSTIC BUFFER”
“AUDITORY MEMORY”
(Garman, Psycholinguistics 183)
C. Banzar SOCALLT 2008
4
LISTENING & SPEAKING
LISTENING
COMPREHENSION
SPEECH
PRODUCTION
“built-in neural connections between hearing and speaking”
“almost automatic relationship between acoustic impression
and the mechanism for reproduction”
(Nida, Learning by Listening 48)
C. Banzar SOCALLT 2008
5
READING & VISUALIZING
“INFORMATION-STORING”
“MEANING-CONSTRUCTION”
(Vogely, Perceived Strategy 42)
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6
LANGUAGE PROCESSING
LISTENING
VISUALIZING
FLUENCY
READING
SPEAKING
PRONUNCIATION
C. Banzar SOCALLT 2008
7
PRONUNCIATION & FLUENCY:
PEDAGOGICAL STRATEGIES
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Macro- and micro-level approach
Learner’s affective states
Learner’s commitment (time & energy)
Segmental & supra-segmental level
Exchange of meaningful information
(Murphy, Oral Communication 58-60)
C. Banzar SOCALLT 2008
8
FRENCH VOWELS:
PHONETIC OPPOSITIONS
[oe] - [o] - [y]
oeuf - eau - vu
soeur - sot - su
[oe] - [ø] [y] - [u]
peur - peu lu - loup
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9
NASAL VOWELS:
AUDITORY & VISUAL INPUT
[ε] - [ã] - [õ]
in, im - an - on
ain, aim - am - om
ein, eim - en
un, um - em

un -
an - on
lin - lent - long
main - ment - mon
sain - cent - son
teint - tant - ton
vin - vent - vont
C. Banzar SOCALLT 2008
10
TEACHING DIALOGUES &
CONVERSATIONS
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Bonjour, Monsieur! Madame! Mademoiselle!
Je suis … Je m’appelle … Et vous? Comment vous appelez-vous?
Enchanté(e).
Comment allez-vous?
Je vais très bien, merci
(bien, assez bien,
comme ci comme ça,
pas mal, mal).
Au revoir! A bientôt!
A demain! A plus tard!
A toute à l’heure!
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11
TEACHING SONGS & POEMS

Jacques Brel

Jacques Prévert
NE ME QUITTE PAS
DÉJEUNER DU MATIN
Ne me quitte pas
Il faut oublier
Tout peut s'oublier
Qui s'enfuit déjà
Oublier le temps
Des malentendus
Et le temps perdu
A savoir comment
Oublier ces heures
Qui tuaient parfois
A coups de pourquoi
Le coeur du bonheur
Ne me quitte pas
Ne me quitte pas
Ne me quitte pas
Ne me quitte pas
Il a mis le café
Dans la tasse
Il a mis le lait
Dans la tasse de café
Il a mis le sucre
Dans le café au lait
Avec la petite cuiller
Il a tourné
Il a bu le café au lait
Et il a reposé la tasse
Sans me parler
Il a allumé
Une cigarette
Il a fait des ronds
Avec la fumée
Il a mis les cendres
Dans le cendrier
Sans me parler
Sans me regarder
C. Banzar SOCALLT 2008
12
PERSPECTIVES OF USING
MULTIMEDIA
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INTERNET (Blackboard, Moodle, QUIA,
websites)
PODCAST (audio, video, Internet)
VIDEO-CONFERENCING (interactive real time
course delivery method)
IPOD (audio, video)
IPHONE (audio, video, Internet, voice recording,
text messaging)
C. Banzar SOCALLT 2008
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QUIA: STUDENTS’ SURVEY
 VERY BENEFICIAL:
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computerized & online
challenging
instant feedback
possible to compare answers
to self-correct & re-submit
saves time and paper
impossible to lose homework
convenient to do at own pace
enhances self-learning process
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BUT:
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dependent on the Internet
not tailored to beginners
not interactive
oral recordings too fast & unintelligible
instructions not clear
some activities too long
impossible to turn in late work
strict grading system
examples need to be improved
(Grambling State University, French 101 & 102, Fall 2007)
C. Banzar SOCALLT 2008
14
USING MULTIMEDIA:
LEARNERS’ PERSPECTIVE
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“I chose to use voice recording as an option, as it allows me to practice my pronunciation
and challenges me to listen objectively to my attempts at the language, often helping me
realize incorrect pronunciation and word groupings. Hearing my own voice repeatedly
seems to help me better form words and memorize necessary information. I have found
recording my voice and correcting my pronunciation and grammatical inconsistencies
aid me to improve my oral presentations.” (Christopher Champion, French 306, Fall
2007).
“I-Phone has many features. One of them is a software that enables users to record up to
hours of voice memory. This feature allows us, students, to record our professors, then
go back and replay the new words and grammar explanations, so that we can
comprehend and memorize the lesson better. […]
Another alternative is a USB recorder that is much cheaper and easier to use than the IPhone. But the main difference is that it needs to be connected to a desktop or laptop
with a USB port with speakers in order to play the voice recordings.
Since I have been using these devices, it has been an improvement in my grade and my
understanding of the French language.” (Derreck Wellington, French 102, Spring 2008).
C. Banzar SOCALLT 2008
15
CITED WORKS
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Garman, Michael (1990). Psycholinguistics. Cambridge: Cambridge UP.
Murphy, John M. (1991). “Oral Communication in TESOL: Integrating
Speaking, Listening, and Pronunciation.” TESOL Quarterly, 25 (1),
51-75.
Nida, Eugene A. (1982). “Learning by Listening” in Innovative
Approaches to Language Teaching, Ed. Robert W. Blair. Rowley,
MA: Newbury House Publishers.
Shrum, Judith, & Glisan, Eileen (2005). Teachers’Handbook:
Contextualized Language Instruction. 3rd Ed. Thomson & Heinle.
Vogely, Anita (1995). “Perceived Strategy Use During Performance On
Three Authentic Listening Comprehension Tasks.” The Modern
Language Journal, 79 (1), 41-56.
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