Relevant bibliographies by topics / Multimedia in language teaching

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Multimedia in language teaching'

Author: Grafiati
Published: 4 June 2021
Last updated: 29 January 2023

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Journal articles on the topic "Multimedia in language teaching"

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Ahmed, Md Kawser. "Multimedia Aided Language Teaching: An Ideal Pedagogy in the English Language Teaching of Bangladesh." American International Journal of Social Science Research 3, no. 1 (December 20, 2018): 39–47. http://dx.doi.org/10.46281/aijssr.v3i1.220.

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Teaching English language around the globe is not only concentrated on grammars, series of writings and face to face interviews through conventional style but also centralized on the modern equipment, information and technology. Day to day updated accessories have made a tremendous progress in the pedagogy of English and ensured maximum benefits and acceptability among teachers and learners simultaneously. Observing the global usability and frequency, English language has appeared as a technology-but not as a language only but also as a channel of communication and language teaching. Application of multimedia in teaching-learning of English has earned best appreciation at any level of education and students have found English as an easy means of communication, conversation and interact with teachers with the blessing of multimedia and updated materials of language teaching. On the contrary, it is pitiful to observe that unavailability of modern accessories and elements in teaching English shows the namesake picture of multimedia used in third world countries especially in Bangladesh. This paper will focus on the significant progresses in the application of multimedia; take up of class with the aid of modern equipment and practical scenario of the use of multimedia in schools, colleges and universities of Bangladesh where multimedia based classroom is getting popular between teachers and students equally.
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Kumar, Tribhuwan, Sayama Malabar, Ahmed Benyo, and Bakhrul Khair Amal. "Analyzing multimedia tools and language teaching." Linguistics and Culture Review 5, S1 (August 6, 2021): 331–41. http://dx.doi.org/10.21744/lingcure.v5ns1.1400.

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This study analyzes the use of multimedia tools to teach English in non-English speaking nations and highlights the issues that teachers and English students confront. A better instrument for the exploration of a novel teaching approach has been the increasingly growing scientific tools and techniques such as multimedia technology. Multimedia technology, in particular, in non-native language contexts, plays an essential role in English language education. It also intends to raise awareness of the strategies to effectively deploy non-mutual English speakers as language teachers. The study presents a detailed analysis of the role of multimedia tools and technology. Advantages and disadvantages of multimedia tools and technology are described at length, recommendations are made and conclusion is drawn. It is believed that the use of multimedia technology can ensure effective language teaching and enhance learners’ linguistic abilities.
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Shi, Shaohua. "Computer English Teaching Model Based on Multimedia Platform." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 59. http://dx.doi.org/10.3991/ijet.v11i08.6050.

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Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.
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Ihnatyeva, O. S., S. M. Koval, L. V. Uskova, and M. V. Chepurna. "Innovative methods of foreign language teaching for ESP students." Bulletin of Luhansk Taras Shevchenko National University, no. 3 (341) (2021): 170–78. http://dx.doi.org/10.12958/2227-2844-2021-3(341)-170-178.

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The article deals with the problem of successful usage of foreign language teaching progressive methods for university students of technical specialties in Ukraine. The major didactic functions (cognitive, developing, research, communicative) by means of computer technologies in the learning process are determined. The effectiveness and the expediency of innovative approaches usage in the process of foreign language study to improve the quality of students’ education are analyzed. The ways of informational technology application in the system of Ukrainian higher education are characterized. The effectiveness of learning foreign languages through innovative approaches and devices is analyzed and the characteristics of modern multimedia technologies in foreign language teaching are clarified. The restructuring of high school requires not only revision and improvement of general education according to new challenges of modern society but it also requires the change of educational processes methods. According to this it is important and necessary to use multimedia educational technologies. In the process of learning, multimedia education primarily presumes the usage of videos in the work with different computer programmes as well as making special presentations on the topic given through the usage of technically oriented audio and video information. The usage of computers in the process of teaching foreign languages increases the intensity of educational process. The factor determining successful application of informational technologies is teacher’s work with scientific and methodical support. The examples of multimedia technology usage are shown. The attention is paid to the multimedia presentation, its characteristic features and peculiarities. Computers greatly empower teacher’s abilities, promotes individualized studying, students’ individual activities and allows to adapt educational process to individual characteristics of students.
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Ginting, Daniel, Teguh Sulistyo, Nining Ismiyani, Murpin Josua Sembiring, Raida Asfihana, Arfan Fahmi, Gusti Ayu Made Rai Suarniti, and Yani Sri Mulyani. "English Language Teacher’s Multimedia Knowledge in Teaching Using Technology." World Journal of English Language 12, no. 6 (July 25, 2022): 184. http://dx.doi.org/10.5430/wjel.v12n6p184.

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The present study investigates English as a Foreign Language (EFL) teacher’s multimedia knowledge and practices in remote teaching during the COVID-19 pandemic. Firstly, it focuses on determining whether some teachers' demographics (gender, nationality, academic qualification, type of institution, perceptions) correspond to teachers' multimedia knowledge. Secondly, it reveals the teacher’s practices in implementing multimedia in EFL classrooms. This present study surveyed 120 participants (Male=33 and Female=87) from Indonesia (N=108) and outside Indonesia (N=12). They answered a questionnaire to identify their demographic information and took a literacy test to examine their multimedia knowledge. The findings indicate that of the demographics, only gender correlates significantly to teacher’s multimedia knowledge. It was also found that teachers have worked hard to bridge the gaps of remote teaching by implementing multimedia regardless of the barriers they have met. It implies that multimedia should be applied not only in remote teaching but also in face-to-face and blended learning due to the power of multimedia in language learning.
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Isamukhamedova, M., and Z. Tukhtabaeva. "Integrating Multimedia Technology Into Teaching Intercultural Communication." Bulletin of Science and Practice 6, no. 4 (April 15, 2020): 428–33. http://dx.doi.org/10.33619/2414-2948/53/49.

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It is widely known that enhancement of the system of teaching foreign languages can be achieved by introducing progressive teaching methods as well as using modern teaching and information–communication technologies thus enabling them to access the achievements of the world civilization and globally available information resources, ensuring international collaboration and communication. Nowadays, culture is playing an important role in foreign language teaching and learning, therefore, a lot of researches have been done in this field in recent years. It has been recognized that a language is used as the main medium through which culture is expressed. It is believed that students are aware of language rules but are not always capable enough to use the language sufficiently as they do not have a sound knowledge of the target culture. Nevertheless, “pure information” is insight; while the development of people’s cultural understanding leads them to better critical thinking. There are ample methodologies for developing learners’ intercultural competence. The present study also seeks the ways of developing a model of blended learning course on intercultural communication.
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Sarzhanova, G., G. Smagulova, and E. Uteubaeva. "Using multimedia applications in teaching foreign language in terms of digitalization of education." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 124–25. http://dx.doi.org/10.31489/2020ped4/124-129.

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The article deals with the didactic potential and the possibilities of using educational multimedia applications in the teaching process. In the study the importance of teachers' mastering the skills of using multimedia ap-plications, as well as the knowledge of their essence and capabilities, methodological and psychological-didactic foundations of their usage is stated. The authors consider the notion and types of educational multi-media applications, peculiarities of their usage in various pedagogical scenarios. The technical support for creating multimedia applications by teachers can be represented by the special authoring software tools, that is, programs that provide opportunities for independent building of effective interactive multimedia applica-tions for non-programmers, such as Macromedia Flash, iSpring Suit, Macromedia Director, Authorware Pro-fessional, etc. Multimedia applications can be recommended for usage as a communicative component of the educational environment. The effective performance of pedagogical scenarios of multimedia usage in the ed-ucational process contributes to the development of the learner’s independence and creativity, his active posi-tion as a subject of communicative interaction.
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Ruomei, Fu, and Ma Feng. "The Use of Multimedia in Chinese Language Teaching at Binus University." Humaniora 3, no. 2 (October 31, 2012): 392. http://dx.doi.org/10.21512/humaniora.v3i2.3336.

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Article outlines how multimedia is used in the classroom in the Chinese department of Bina Nusantara University. The Binusmaya system standardizes teaching and online communication. Multimedia is an effective supplement to traditional classroom based-teaching of Chinese. Multimedia can increase the learning motivation and improve teaching efficiency. Multimedia also plays a very important role in improving classroom based-teaching of Chinese, teaching standards and enhances a closer relationship between teachers and students.
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Rakhimova, Dilrabo Pulatovna, and Shoira Hushbokovna Islomova. "ADVANTAGES OF MULTIMEDIA IN TEACHING RUSSIAN LANGUAGE." Theoretical & Applied Science 97, no. 05 (May 30, 2021): 134–36. http://dx.doi.org/10.15863/tas.2021.05.97.24.

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Hertsch, Max Florian. "Multimedia-Based Enrichment for Foreign Language Teaching." Procedia - Social and Behavioral Sciences 70 (January 2013): 615–21. http://dx.doi.org/10.1016/j.sbspro.2013.01.100.

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Dissertations / Theses on the topic "Multimedia in language teaching"

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Steenkamp, Andries Willem. "Focus on form in a framework for task-based Xhosa instruction in a specific purposes multimedia curriculum." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1247.

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Thesis (DLitt (African Languages))--University of Stellenbosch, 2009.
This study explores how focus on form can be included by means of computer within a task-based approach to the teaching of as specific purposes isiXhosa course for student teachers ...
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Parrilla, Larissa Karina. "Multimedia Technologies' Influence on Language Acquisition in English Language Learners." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2682.

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English as a Second Language (ESL) learners at the upper elementary level have struggled to demonstrate the vocabulary required to read in English at grade-level. Although multimedia technologies have demonstrated positive effects as language acquisition educational tools at the university level, it remains unclear how useful they are for language acquisition at the elementary level. This quasi-experimental study used dual coding theory as a framework to examine the relationship between the level of reading comprehension upper elementary students developed and their construction of word meanings through use of multimedia technologies. The study utilized convenience sampling of 85 students divided into treatment and control groups in a Puerto Rican Montessori school. The treatment consisted of use of multimedia technologies that included video, audio, images, and words in a digital environment for vocabulary acquisition instruction. Data sources included pretest and posttest results for the Maze Close test that measures reading comprehension. These results were analyzed using a paired t test. Results indicated that students in treatment groups developed greater reading comprehension than did those in control groups. However, the difference in scores between the groups was not significant, so the null hypothesis was not rejected. Further research is required in order to determine whether a positive relationship can exist between multimedia technology usage and development of upper elementary student vocabulary and reading comprehension. This study indicates the importance of examining whether multimedia technology use in elementary student English reading comprehension can create reading gains for upper elementary ESL students.
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Roh, Jaemin. "The effects of cultural video resources on teaching and learning Korean language." Thesis, Boston University, 2011. https://hdl.handle.net/2144/33544.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This dissertation sought to evaluate the potential of a customized, videobased instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the implementation of the CVP, and then to assess the effects the CVP had on the area that speakers of English tend to have difficulty with, such as acquisition of honorific systems in Korean. The CVP was a series of short authentic Korean video clips and matching worksheets that the researcher created. The videos were adapted from contemporary Korean broadcasting programs and Korean films. The CVP videos were used during the face-to-face setting classroom meeting sessions as a lesson and after the classroom lesson was over, the videos were available on the school's Internet courseware for students to use for their individual practice and review. Each of the CVP video segments displayed linguistic structures, vocabulary, idiomatic expressions and cultural conventions that were partly addressed in the course's Elementary Korean course materials. The participating professor, Professor Q, helped in selecting the video segments and co-authored the matching worksheets in corporation with the researcher throughout the preparation and implementation period. During the interviews, Professor Q reported changes in her teaching philosophy while creating and implementing the CVP method in her teaching. She reported that the video technology combined with the university's courseware uses created positive impacts on her students' Korean learning experiences such as heightened interest and intense attention that helped to make dynamic and interactive lessons during the classroom meetings. Students reported their responses to the CVP in various forms: Interviews, written self-reports, in-class observation reports, results of the exams and two-forms of standard school course evaluations. The findings reveal that through the CVP practice, students increased their cultural understanding, improved the listening skills, and improved their understanding of language use in a variety of culturally specific social situations.
2031-01-01
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Kouame, Germain Noel. "The application of some second language teaching/learning principles in multimedia language design : a case study of a multimedia approach to an undergraduate course in Swahili." Master's thesis, University of Cape Town, 2002. http://hdl.handle.net/11427/10696.

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Bibliography: leaves 68-70.
This study investigates aspects of the learning process that takes place in the Computer-Assisted Language Learning (CALL) classroom in the Department of Linguistics and Southern African Languages at the University of Cape Town. It also studies how a small sample of students make adjustments in language learning with the help of the multimedia Swahili programme. The sample comprises four UCT learners (mixed Ll 's) studying a (CD-ROM) multimedia Swahili language programme.
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Epperheimer, Dorlores Mae. "Using Hypermedia to enhance the teaching of language arts in the elementary grades." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/740.

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Desislava, Baeva. "Main problems at integrating educational interactive multimedia in the foreign language teaching on a phonological level of language acquisition." Thesis, ВНТУ, 2012. http://ir.lib.vntu.edu.ua/handle/123456789/6993.

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Цель данного исследования является представление основные проблемы при разработке интегрированной компьютерной среде, которая поможет в процессе обучения иностранному языку на фонологическом уровне. Она позволяет модернизировать систему образования на основе использования информационных и комуникационных технологий, которые сегодня предлагают новые перспективы и возможности для обучения. В проекте рассматриваются педагогические аспекты применения учебных мультимедиа. Он имеет дело с осознанием эффективности и критическим использованием образовятельных мультимедия, а также педагогическими и этическими аспектами их применения.
The aim of this paper is to present the main challenges in developing an integrated computer environment that will help foreigners in the process of language learning on constructing its phonological level.It allows mo upgrade the education system through the use of information and communication technologies, which today offer new perspectives and opportunities for learning. The project considers educational aspects of the use of educational multimedia. It deals with the realization of efficiency and the use of critical educational multimedia, as well as pedagogical and ethical aspects of their application.
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Tredoux, Francois. "Stellenbosch Safari : a multimedia program based on suggestopedic principles for the teaching of Afrikaans to international students at Stellenbosch University." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2270.

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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.
I developed this multimedia computer program for use by international students who want to learn specific vocabulary and sentence structures to help them when dealing with administrative and help desk personnel at Stellenbosch University. I describe the main late 20th century theories of second and foreign language acquisition, as well as the principles and methodology of Suggestopedia, which the program structure is based on. I give a detailed analysis of the program structure and its contents, as well as recommendations to enhance the program in future iterations.
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Choy, Sai-hung, and 蔡世鴻. "Using multimedia packages to teach Chinese in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256600.

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Ditaunyane, Shoadi Ezekiel. "The integration of multimedia resources in the teaching of Tswana at secondary schools in the Motheo District." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/21611.

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Thesis (MPhil)--Stellenbosch University, 2008.
ENGLISH ABSTRACT: This empirical study focuses – through the use of a descriptive survey – on the viability of integrating multimedia programmes in teaching Tswana at ten secondary schools in the Motheo District of the Free State Department of Education. The study sought to explore, inter alia, the progress made by schools in providing Tswana teachers with access to computers, the extent to which Tswana teachers use multimedia programmes in their daily practice and to determine the quality of Tswana multimedia programmes that are offered in the market.
AFRIKAANSE OPSOMMING: Hierdie empiriese studie fokus – deur die gebruik van ‘n beskrywende ondersoek – op die lewensvatbaarheid om multimedia programme by die onderrig van Tswana by 10 sekondere skole in die departement opvoeding in die Motheo distrik van die Onderwysdepartement van die Vrystaat te integreer. Die studie het, onder meer, gepoog om vas te stel in watter mate daar al vordering gemaak is by skole om onderwysers van Tswana toegang tot rekenaars te verleen, hoeverre onderwysers van Tswana multimedia programme in hul daaglikse praktyk gebruik asook om die gehalte van multimedia programme wat vir Tswana beskikbaar is te evalueer.
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Mona, Elmon Henis. "An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.

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Books on the topic "Multimedia in language teaching"

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Deirbhile, Ní Churraighín, ed. Now you're talking: A multimedia Irish course for beginners. Dublin: Gill & Macmillan, 1995.

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Deirbhile, Ni Churraighin, ed. Now you're talking: A multimedia Irish course for beginners. Dublin: Gill & Macmillan, 1995.

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DeMado, John. Allez, viens!: With integrated multimedia. Austin, Tex: Holt, Rinehart and Winston, 2000.

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Faculty guide to Japanese: The spoken language, multimedia collection. New Haven: Yale University Press, 1998.

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Emmanuel, Rongiéras d'Usseau, ed. Allez, viens!: With integrated multimedia. Austin, Tex: Holt, Rinehart and Winston, 2000.

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Grünewald, Andreas. Multimedia im Fremdsprachenunterricht: Motivationsverlauf und Selbsteinschätzung des Lernfortschritts im computergestützten Spanischunterricht. Frankfurt am Main: Lang, 2006.

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Shih, Chung-wen. Learn Chinese from modern writers: An interactive multimedia language program. New York: Columbia University Press, 2002.

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Brooks, Greg. Developing oral skills: A resource pack for the teaching of oral communication. London: Heinemann Educational Books, 1986.

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(Firm), Gaelchultúr, ed. Gaeilge gan stró!: Beginners level, a multimedia Irish language course for adults. Baile Átha Cliath, Eire: Gaelchultúr, 2011.

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Rock, Claudia. Style and substance: A multimedia approach to literature and composition. Saint-Laurent, Québec: Pearson Education ESL/ERPI, 2001.

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Book chapters on the topic "Multimedia in language teaching"

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Jung, Udo O. H. "The Use of Multimedia in Teaching." In Encyclopedia of Language and Education, 131–39. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4419-3_13.

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Gauthier, Valérie. "Cross-Cultural Language Teaching with Multimedia Tools." In CALL, Culture and the Language Curriculum, 138–53. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1536-6_11.

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Belyakova, O. V., and N. A. Pyrkina. "App-Based Multimedia in Foreign Language Teaching: Options for Language Learner." In Current Achievements, Challenges and Digital Chances of Knowledge Based Economy, 549–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47458-4_64.

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Zhi-feng, Zhang. "The Application of Multimedia Technology in Foreign Language Teaching." In Advances in Intelligent and Soft Computing, 85–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27948-5_12.

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Szyszka, Magdalena. "Multimedia in Learning English as a Foreign Language as Preferred by German, Spanish, and Polish Teenagers." In Second Language Learning and Teaching, 3–19. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07686-7_1.

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Zhang, Lawrence Jun, and Tony Limin Qin. "Validating a Questionnaire on EFL Writers’ Metacognitive Awareness of Writing Strategies in Multimedia Environments." In Metacognition in Language Learning and Teaching, 157–78. New York, NY ; London : Routlege, 2018. | Series: Routledge studies in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781351049146-9.

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Tang, Xian. "Study on the Application of Multimedia in English Language Teaching." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 293–97. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_53.

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Giouroukakis, Vicky, and Maureen Connolly. "Using Multicultural Nonfiction and Multimedia to Develop Intercultural Competence." In Teaching the Content Areas to English Language Learners in Secondary Schools, 85–101. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02245-7_6.

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Vidal, Martine. "Audiovisual, Spoken and Written Languages: An Interacting Trilogy for the Teaching of Foreign Languages in an Interactive Multimedia System." In Interactive Multimedia Learning Environments, 204–11. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77705-9_17.

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Kryukov, Vladimir, Alexey Gorin, and Dmitry Mordvintsev. "Teaching and Learning Foreign Languages in a Digital Multimedia Environment." In Lecture Notes in Electrical Engineering, 65–72. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7262-5_8.

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Conference papers on the topic "Multimedia in language teaching"

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Abdykhalykova, Akzhan, Larissa Turusheva, Zhanna Beysembayeva, and Gulzhannat Dukembay. "Multimedia technologies in teaching a foreign language." In 13th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2020. http://dx.doi.org/10.22616/reep.2020.001.

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Antropovskaya, Anna. "FRENCH LANGUAGE TEACHING AND ONLINE MULTIMEDIA RESOURCES." In INTCESS 2021- 8th International Conference on Education and Education of Social Sciences. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.51508/intcess.202189.

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Kovaleva, Alexandra. "MULTIMEDIA TRANSFORMATIONS OF THE FOREIGN LANGUAGE TEACHING PROCESS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0437.

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Wang, Xia. "Multimedia Technology Application in Foreign Language Multimodal Teaching." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.85.

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Zhihai, Fu. "Distance Learning for Foreign Language Teaching." In 2010 Second International Conference on Multimedia and Information Technology. IEEE, 2010. http://dx.doi.org/10.1109/mmit.2010.114.

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Huang, He, and Cui Zheng. "On Chinese-English Translation Teaching by Multimedia." In International Conference on Education, Language, Art and Intercultural Communication (ICELAIC-14). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icelaic-14.2014.100.

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Zhang Liguang. "The influence of multimedia technology on foreign language teaching." In 2011 International Conference on Multimedia Technology (ICMT). IEEE, 2011. http://dx.doi.org/10.1109/icmt.2011.6002059.

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Huang Jian. "Discussing the teaching skills of programming language instruction multimedia." In 2012 4th Electronic System-Integration Technology Conference (ESTC). IEEE, 2012. http://dx.doi.org/10.1109/estc.2012.6485741.

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Ward, Robert, and Martin Smith. "JavaScript as a first programming language for multimedia students." In the 6th annual conference on the teaching of computing and the 3rd annual conference. New York, New York, USA: ACM Press, 1998. http://dx.doi.org/10.1145/282991.283557.

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Wang, Shuwen. "Multimedia Design and Application in Teaching Chinese Language and Literature." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.66.

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Reports on the topic "Multimedia in language teaching"

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Geerling, Wayne. Teaching Economics through Multimedia. Bristol, UK: The Economics Network, June 2011. http://dx.doi.org/10.53593/n1298a.

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Цегельська, М. В. Teaching Politically Correct Language. Криворізький державний педагогічний університет, 2004. http://dx.doi.org/10.31812/123456789/5582.

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Laptinova, Yuliia. Unplugging in Language Learning and Teaching. Intellectual Archive, February 2020. http://dx.doi.org/10.32370/iaj.2280.

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Dowdall, Paul. TEFL - Teaching ECONOMICS as a Foreign Language. Bristol, UK: The Economics Network, April 2004. http://dx.doi.org/10.53593/n208a.

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Suárez Acevedo, Brian Gonzalo, Kerry Kathleen Burns, Alfredo Duarte Fletcher, and José Fernando Gómez Rueda. Teaching english as a foreign language through volleyball. Universidad Cooperativa de Colombia, 2016. http://dx.doi.org/10.16925/greylit.1610.

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Wilson, Rodney. Teaching economics to language and area studies students. Bristol, UK: The Economics Network, July 2003. http://dx.doi.org/10.53593/n563a.

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Lu, Catherine. Teaching language to hearing impaired children who have had no previous language experience. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1329.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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Abstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Banducci, Naomi. Teaching hearing-impaired children language through the use of musical rhythm. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1281.

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Ngan, Kirsten. English Language Teaching and Curricula in the People's Republic of China. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6683.

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