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International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013ISSN 2278-7763facilitator is particularly prominent. Usingmultimedia in context creation creates agood platform for the exchange betweenteachers and students, while at the sametime providing a language environmentthat improves on the traditional classroomteaching model. In this way, teachers inthe classroom no longer blindly inputinformation and force students to receive itin a passive way.4.6. Creates a Context for Languageteaching:Multimedia teaching creates a context forlanguage teaching. This method makes theclass lively and interesting, as well asoptimizing the organization of the class.Multimedia has its own features such a svisibility and liveliness. During theprocessofmultimediaEnglishcommunication skill teaching, sounds andpictures can be set together, whichenhances the initiative of both teachers andstudents, When using multimedia softwareteachers can use pictures and images toenrich the content of classes, and alsoimagine different contexts in the processof producing teaching courseware,Students in the class can use multimedia tounderstand the class in a clear way.Through the whole interactive process, it isapparent that using multimedia in ELT iseffective in nurturing students’ interest inlearning English communication , as wellas enhancing teachers’’ interest in Englishcommunication teaching. As Zhang(2006:11.1)points out through Multimediaand network technology we can offerstudents not only rich, sources of authenticlearning materials, but also an attractiveand a friendly interface vivid pictures andpleasant sounds, which to a large extentovercomes the lack of authentic language119environment and arouses students’ interestin learning English communication skill.4.7. To Provide Flexibility to CourseContent:In addition, multimedia teaching is alsoflexible. It is obvious that the context canbe created not only in the classroom, butalso after class. Multimedia languageteaching can also create a multimedialanguage environment for the purpose ofconductingEnglish communicationteaching. Students are bound to have someproblems in classroom teaching, which canbe addressed under the guidance ofteachers. In such circumstances, studentscan use the new technology to theiradvantage, such as manipulating thenetwork to contact teachers, and receivinganswers by email.IJOARTCopyright 2013 SciResPub.5. Analysis on Problems Arising fromApplication for Multimedia Technologyto English communication Teaching:In spite of advantages of application ofmultimedia technology toEnglishccommunication teaching has to improveteaching effect and university students’overall capacities, there are manyproblems existing in practical teaching,such as:5.1. Major Means Replaced by theAssisting One:Application of multimedia technology isand assisting instrument to achieve theprojected teaching effect While if totallydependent on, multimedia devices duringteaching, the teachers may be turned intoslaves to the multimedia and cannot playthe leading role in teaching, It is observedin practice that a lot of teachers are activein multimedia technology application butIJOART

International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013ISSN 2278-7763not proficient enough to handle itconfidently. In class, they are standing bythe computer and students are fixing theirattention only on the screen, and therefore,there is no eye contact between teachersand students. The trend of moderninformation and technology teachingappears to the extremity regardless of theessence of the traditional teaching. Andhence, the notion of Creative Education isto be fully comprehended that moderneducational techniques serves an assistinginstrument rather than a target: and thatshould not dominate class. They aresubstitutes to effective teaching andlearning.5.2. Loss of Speaking Communication:English communication analysis by theteachers are effective in conveyingknowledge to the students from Englishpronunciationtocomprehension,improving students’ English thoughtpatterns and oral expression, Whereas, theintroduction of multimedia technologyfeaturing audio, visual, textual effect fullymeets audio and visual requirements of thestudents and enhance their interest, but italso results in lack of t of teachers’ voice bycomputer sound, and teachers’ analysis byvisual image and students have’ fewchances for speaking communication .With the favorable atmosphere by themutual communication between teachersand students fading away, and sound andimage of multimedia affecting students’initiative to think and speak, English classturns to course ware show and students aremade viewers rather than the participantsof class activities.120Thinking Potential:Teachers raise impromptu and real-timequestions and guide the students to think,cultivate their capacity to discover andsolve problems; however, due to overdemonstration and pre-arranged order, thecourseware lacks real-time effect andcannot give feedback. It ignores emphasisand importance in teaching; it alsoneglects instruction in students ‘ thinking ,inspiring their paths of thinking,strengthening their capacity contemplatingand solving problems. In this way, itshould be noted that cultivation ofstudents’ thinking capacity should be themajor objective in teaching and of usingmultimedia technology and it should nottake up the students’ time for thinking,analyzing and exploring questions.IJOART5.3.TherestrictionCopyright 2013 SciResPub.ofStudents’5.4. Abstract Thinking Replaced byImaginable Thinking:The Process of cognition goes throughperceptual stage and rational stage. It alsoapplies to studying process. It is our hopethat teaching makes students adopt theoutlook cognition from perceptualrecognition to rational apprehension, andgreatly leap from perceptual thinking torational thinking; therefore it is the majorobjective in teaching. To enhance thestudents’ abstract thinking, the multimediatechnology makes content easier, and withits unique advantages, it can clarify theemphasis in teaching. While if the imageand imagination in students’ mind weremerely showed on the screen, their abstractthinking would be restricted and logicalthinking would waste away, at present thedecreased students’ reading competencehas become a major concern for reasonthat, textual words are replaced by soundand image, handwriting by keyboard input.IJOART

International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013ISSN 2278-7763All in all, the multimedia as an assistinginstrument, cannot replace the dominantrole of teachers and it is part of a completeteaching process.6. Suggestions and Strategies to theExisting Problems:In Practical teaching. It is improper toduplicate the textual material simply to thescreen so that the teacher’s position isignored In order to ensure the function of,multimedia in teaching. It should be notedthat:6.1. The Beauty of Courseware is not theSole Pursuit:It is proved through practice that adequateapplication of multimedia technology toteaching can make breakthroughs in classteaching. That is to say, during multimediaassisting teaching, teachers still play theleading role that their position could neverbe replaced by the computer. For instance,the introduction to each lesson andspeaking communication are good way toimprove students’ listening and speakingwhich the computer cannot fulfill,Therefore, teachers’ interpretation shallnot be overlooked. Meanwhile, as apractical English communication shouldbe used very often in class to cultivate thestudents’ communicative competence,Multimedia, as an instrument for assistingteaching, serves the teachers despite itsextraordinaryeffect,Soteachingdetermines whether to adopt multimediatechnology. Otherwise, the teachers wereacting as the projectionist, clicking thescreen.121the blackboard, They have input exercises,questions, answers and teaching plans intothe computer and display them piece bypiece, without taking down anything onthe blackboard or even the title of a lesson.It is known that teachers are supposed tosimulate situations based on teaching andguide the students to communicate inEnglish. Beside traditional writing onblackboard is concise and teachers canmake adjustment and amendment to it ifnecessary.Furthermore,experiencedteachers know well that a perfectcourseware is an ideal project in mind, andthat in practice, they need to enrich thecontent on the blackboard with emergingof new question raised by the students.6.3. Power Point cannot Take the Placeof Student’s Thinking and Practices:IJOART6.2. The Computer ScreenSubstitute the Blackboard:can’tSome teachers take the computer screen asCopyright 2013 SciResPub.At present, most multimedia coursewaremainly feature on image and animation ofteaching materials in order to cause audioand visual effect, which lively displays thecontent of textual materials and helps thestudent deeply understand the texts. Aproblem remains that displaying of thecontent of texts in the PPT coursewarecannot take the place of students’ thinkingor English communication in simulatedcircumstance, When working on andutilizing the courseware, we need toencourage the students to use their ownmind and speak more, actively join in classpractice,.6.4. Multimedia Technology should notbe Over used:Some teachers may possess the improperconcept that they would totally applymultimedia technology in their teaching. Itis also believed that the more utilization ofmultimedia technology, the better classIJOART

International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013ISSN 2278-7763122atmosphere may grow, the more activelythe students get involved in classparticipation, the more easily the materialaccess to the students. Apparently, thestudents show some interest in leaning, butactually, they feel like looking on. Inpractice, the more unconscious attentionthe students pay. It is impossible toeffectively train the students’ languageexpression in class time. It is clear that inspite of advantages of application ofmultimedia technology, it assists inteaching.part of teachers, overcoming the financeproblems in setting up the infrastructureand not allowing the teachers to becometechnophobes.7. Conclusion:[2] Hiradhar,P.(2012). Effectiveness oftechnology-enabled language enhancementprogram todevelop the writtencommunication skills of ESL learners attertiary level. . Unpublished doctoraldissertation, Sardar Patel University, IndiaIt is true that one of the ultimate goals ofmultimedia language teaching is topromote students’ motivation and learninginterest, which can be a practical way toget them involved in the languagelearning, Context creation of ELT shouldbe based on the openness and Accessibilityof the teaching materials and information.Concerningthedevelopmentoftechnology, we believe that in future, theuse of multimedia English teaching will befurther developed. The process of Englishcommunication learning will be m orestudent-centered but less time-consuming.Therefore, it promises that the teachingquality will be improved and students’applied English communication can beeffectively cultivated, meaning thatstudents’ communicative competence willbe further developed. In conclusion, webelieve that this process can fully improvestudents’ ideation and practical languageskills, which is helpful and useful toensure and fulfill an effective result ofteaching and learning. Barring a fewproblem areas multimedia technology canbe used effectively in classrooms of ELTwith proper computer knowledge on the8. References:[1] Language laboratories.(n.d). RetrievedDecember 02 2011, from aect TheHandbook of Research for EducationalCommunications and Technology Website:http ://www. aect. org/edtech/ed1/28/2808.htmlIJOARTCopyright 2013 SciResPub.[3] Zhanghongling ( The developmenttendency of the modern foreign languageteaching and the computer assistedinstruction. Computer- Assisted ForeignLanguage Education 3.[4] Brown, H.D. (2001). Teaching byprinciples: An interactive approach tolanguage pedagogy. Beijing: ForeignLanguage Teaching and Research Press.[5] Madhvi(2009).Use of Language Lab inEnglishLanguagelearning/teaching.Retrieved from Articlesbase:Free ase.com/authors/madhavi/172504[6] Manyard,J.(2007). How computertechnologycanpromotelearnerautonomy? Retrieved from LASIG:Learner Autonomy Special Interest hIJOART

International Journal of Advancements in Research & Technology, Volume 2, Issue 7, July-2013ISSN 2278-7763123andout.pdf.IJOARTCopyright 2013 SciResPub.IJOART

uniquely inspired students’ positive thinking and communication skills in social practice. 4.3. To Widen Students’ Knowledge to Gain an Insightful Understanding to Western Culture: The multimedia courseware can offer the students abundant information; more plentiful than textbooks an