Multimedia Language Learning: The Pros and Cons

多媒體語文學習之贊同與反對意見

10.30165/JHSS.200906.0001

Stephen Ohlander；莊永山(Yuang-Shan Chuang)

Multimedia ； Language Learning ； Multimedia Learning ； Computer Assisted Learning

人文與社會學報

2卷4期（2009 / 06 / 01）

1 - 50

英文

The computer and multimedia learning have come to occupy an important and, indeed, an indispensable place in language and many other types of education. In terms of the former, the most ideal way to learn would surely be under the direct tutelage of a native speaker of the target language whose breadth of knowledge also encompassed developed teaching skills and fluency in the learner's mother tongue. Optimal exposure to such a paragon, however, will most likely be logistically impractical or impossible, or just too expensive, so many substitutes have arisen to fill the gap, including non-native speakers, most of whom, however, will be native speakers of the learner's mother tongue; audio and video language tapes and disks; not to mention what is available via the computer and the web. Here it is the last with which we are most concerned. We begin by outlining some of disadvantages and limitations of multimedia and computer-assisted learning, if only to more graphically reveal and more substantially argue for the overriding strength of their advantages. In their own right, however, these limitations do deserve serious consideration and include an evident increase in shyness and depression, along with a distancing from friends and loved ones who live in close proximity, among heavy users of computers and on-line services. On the other hand, multimedia learning offers a plethora of benefits, from enhanced and more efficient, to more enjoyable and memorable, learning experiences. This leads to an increase in motivation, retention and near and far transfer. Even more promising, when computers offer better interactive-such as sophisticated voice-features, multimedia learning will be even more effective still, and more fun as well.

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