Exercise Know How

The use of the language lab, English language teaching / learning

Introduction of technology in language teaching / learning

Emerging technologies make it practical to approach learning in a way that been advocated by scientists, academics and school psychologists for years. information technology advanced such that the reality virtual, visualization, digital modeling, digitization, simulation, games, virtual worlds and intelligent face-to-one mentoring systems significantly improve teaching and learning concepts elusive translating abstractions into real-world contexts and providing a individualized instruction and individualized assessments. To realize the full potential of this technology and ensure its ubiquity in all educational institutions and training, we need a long-term, large-scale effort to research, develop, test and disseminate tools for building advanced learning systems.

Pedagogy of learning through technology

I assimilate what has been learned

They are generally guided exercises. They are used to help students assimilate grammatical structures and vocabulary, and phonetics. They consist of the following:

-Rehearsal Exercises (pronunciation a word, sentence pronunciation).

Substitution Transformation Exercises _ / (penalty practice, practice grammar).

II Putting into practice the rules

They are guided exercises. Their goal is to highlight the functional components within a language:

_ Reflection on the organization of sentence components (Word Order).

_ The use of vocabulary and grammar exercises in fill-in-the-white which require students to analyze a sentence in its entirety in order to place the correct word (the right word, fill-in-the-blanks).

Vocabulary practice with Association exercises, which consist of matching a word with its synonym, antonym, or a picture report (Word Association, Picture / Word Association).

_ Reflection on vocabulary and grammar using texts or lexical groups, in which students must identify words belonging to a specific group grammatical or lexical (words and functions, words and themes).

III proficiency goal of these types exercise is to put knowledge into practice through written expression. The exercises include:

_ Visit expression composed of a changing (text processing).

_ Expression semi-guided, in which it is necessary to write lyrics based on an image or a video or write a summary of a longer text (writing).

Teaching Strategies / Learning

The learner can answer comfortable mode of communication education. Communicative method for language learning combines extensive, high quality content with flexible and interactive multimedia technology. This complete method of learning Language can act as a total solution for self-learning, and support for the theoretical instruction. With a wide range of activities, a variety of skills designed to develop in the learner. A student must provide: Listening and written and oral and Writing. It also covers grammar, vocabulary, phonetic and conjugation. To achieve this goal, there are three possible modes of learning:

Mode offers a guided course of study, step by step. Organized into learning paths, this method focuses on the acquisition functional linguistic structures in a wide range of topics. In this mode, the learner at the lower intermediate level can learn the pronunciation, grammar, functions and vocabulary words and practice in applying the rules.

The Free-to-Roam Mode gives the student the option of learning by topic or language proficiency. This mode is particularly useful for students who are at intermediate level of learning and also for teachers who want to familiarize themselves with the content available to them.

The dynamic mode is a student under his wing. In analyzing the results of a student, this mode of adapting the course of study to ensure it meets the needs of the student and abilities. The proposed activities change according to the results of the student and the original objectives. Advanced learners can be immediately immersed in an authentic learning environment through

-The various dialogues and videos that illustrate the daily life and work.

In-line with current educational trends, familiarizing students with the sound of the language from recordings made by native speakers.

-Subsequently, students will discuss the concepts of grammar, vocabulary, phonetics and conjugation they have already met in context, enabling them to understand and retain these concepts.

-Finally, to reinforce the knowledge they have acquired, students will be invited to apply in a practical context.

All modes can be applied to learners of the same class according to their skills and abilities. Thus, learning can be individualized encouraged through the use of cultural references, images, maps and related activities.

Methodology instruction

It is followed in the integrated and communicative. It keeps the possibility of using language to communicate as a central objective, to make meaning-based activity that simulates real-life transactions, critical activity is part of the learner, with the teacher being more of a facilitator and guide. The type of syllabus framed is analytical. It gives the learner language use in a variety of situations (real or simulated) covering various purposes for which they have to communicate in the business world. Analyses Hearing of these units and develop a sense of usage patterns. Thus, they learn the language naturally through immersion in its communicative use. In these activities, students move from controlled practice to a conditional form presented in an audio or video or as reading text or a combination of both the activity in which they have to produce oral or written mode. This presentation-Practice-Production (PPP) is followed in lesson plans.

The use of language laboratory with Teacher's Console

Language Lab can be used for teaching / learning through the console of the teacher and language learning software. It acts as a platform for learning, practice and production of language skills through interactive lessons and the communication mode of teaching. The Learners can act and react in various ways at their own pace. Language lab may have the following goals, objectives, functions to work on.

Objectives:

• To maintain good language skills with accuracy, grammar, pronunciation and vocabulary.
• To develop pragmatic competence, to understand the grammatical form and function and the scale of formality.
• To enrich the discourse competence to prepare the learner to be able to produce contextualize the written text and speech.
• To acquire strategic skills to use both spoken and written language to use in a wide range of communication strategies.

Purposes teacher at the console;

• Stay in control, monitoring of students from the PC to the teacher when they are self-learning.
• Strengthening dissemination facilitate learning and sharing of files from PC to the teacher for student workstations other through audio, video, text and image.
• Teaching with software that is approachable, pairing and grouping of students to facilitate group discussions. Content authoring to create course materials and tests.
• To ensure the best learning results

1) Keep control

New ways to learn and interact in the classroom application of new ways to manage activities of the student. Many language learning software solutions firm hold teachers and learners at the center of activity Learning with a suite of classroom management: Navigating the Web control, manage chat sessions, "Monitor students computer work and activities; screens black locking sliders and keyboards to draw attention to a given task, shut down, log off or restart student computers, etc.

2) Enhance learning

Teachers can use communication tools that are familiar to their students, such as text messaging or chat, to communicate with them in an ongoing commitment and creating more opportunities to interact in the target language. Learners can enhance their language in various activities. They can revise pronunciation, grammar, vocabulary, sentence structure and conversation

3) Teaching with the software that is affordable

Teachers will be perfectly at ease in using education software, the interfaces are friendly and motor activity, so that activities that are not in use can not be selected by mistake to confuse the teacher and disrupting the lesson. No specialized skills IT in education are necessary and comfortable learning environment provided by the interface.

4) To ensure the best Outcomes

Language Learning software provides access to learners of resources for independent learning or complementary to the study. This unique learning demand creates additional opportunities for learning and reinforces the classroom activity. It is possible to test and practice and get results in an individualized way.

Duties of teachers to the console:

1. Live Audio and Video Broadcasting

• To broadcast live audio and video educational and new channels of television or from the Internet
• To broadcast the teacher's screen or a selected student to other computers
• For audio and video from any analog source ie DVD, MP3 and CD players, etc.

1. Monitoring of the student workstations

• Monitor Monitor students' as a whole and also on an individual basis at the workplace of the teacher
• To take control or terminate applications on any student's computer

1. Speech drill exercises

In activities such as voice-based practice speech exercises drilling through imitation of model, voice recording, voice graphics and variable speed playback to neutralize stress and gain a good command

1. Discussions group

• To bring students into random groups or a standard of conduct discussions group and plays the role of their jobs.
• Live recording of discussion content for each group so that the teacher can provide feedback on their performance

1. Design and conduct a review of online content

• To combine text, video, images and audio hardware design from courses.
• To create, edit and score tests, quizzes and tests using text, graphics, audio and video.

Techniques to improve the skills of language Language Lab Although macro

Among the four macro skills of learning language, listening and reading are receptive skills whereas speaking and writing are productive skills. These skills can be improved effectively when the learner learns at his own pace. With the help of the functional language-laboratory tool with Console teachers, language skills can be learned, practiced and evaluated by the techniques followed.

I) techniques to improve listening

The main form of communication language speech and if listening is the skill the largest receptive (and learning) for students in foreign languages. An ability to listen and interpret many shades of meaning of what we hear, is a core capability of communication.

Teaching listening involves training in some " enabling skills "- the perception of sounds, stress, intonation patterns, accents, attitudes and so on, and the" practice " different styles of listening.

a) Perception / Pronunciation

accurate perception of the sounds of the language is the first step that leads to the interpretation and understanding. When you hear a foreign language, we need to know the sounds, rhythms, melodies and intonations of the language. All the work we do receive pronunciation ability students listening.

1) Phonetics: The sounds of English can be written using the alphabet International Phonetic (IPA) which is used in all dictionaries Longman. The use of minimal pair perception exercises (ship / sheep, ten / time) helps students learn the sounds of English. It can be quite practical exercises on pronunciation, with the help of a software or using CD in the language lab.

2) Interpretation: We interpret the meaning stream. Most exercises that students will focus on listening comprehension, that is, interpreting the meaning of the spoken language.

3) Listening to the words: In the written language, there are practices of white space between words. Considering that the language is a continuous stream of sounds. The learner must be careful understand the meaning of words.

) Tools b for listening

1) Acoustics: Our ability heard is essential to our ability to listen. The first set of ideas concerning the production, corruption, transmission and reception of spoken language.

2) The use of language laboratory: earphones or headphones undistorted deliver sound directly to the ear. It is best practiced in a language laboratory with the help of head phones and headsets, This provides ideal conditions for intensive listening.

c) Organize activities Listening

As in reading comprehension, it should always be an objective "listening. In most cases this will be a form of understanding. We should establish regular "procedures" for the listening activities in which students will develop from general (GIST) specific understanding through repeated listening and a specific activity at each step.

1) Understand the context: After the first listening, students should be able to understand the context of the record - where the speakers are how many speakers Centuries ago, roles, occupations, the moods of speakers, etc., and what they mean. This encourages students to considering setting so they can continue to speculate on the content of what speakers say. The first listening allows students get used to voices.

2) Pre-teach difficult vocabulary: Education isolated and meaningless lists of words and sentences is probably not a good idea. Teachers may choose to introduce the setting before the students listen. This provides an opportunity create or introduce and explain the kind of language we might hear in this context. This language is listed on the board and students Listen and mark what they actually heard.

3) Focused listening: listening tasks should give students a reason to listen and focus their attention. These listening tasks must be set before the students listen. This listening Intense requires intense concentration. Therefore, the task of listening may be limited to ten to fifteen minutes.

4) Including: In large classes, we probably different levels of competence. There is no reason why all students need to work on the same task. Similarly, if we have more than 6 questions, groups of students can be given to questions 1-5, questions 6-10 and so on. After listening students share their responses.

5) Analysis: After the students have understood the basics and some Important details of a record, it can be analyzed in more detail and investigate how stakeholders have expressed the ideas. How have they revealed their mood, their opinions and so on? Analysis of speed and style of speech, the use of hesitation, repetition, false starts, paraphrasing and so forth can also be practiced.

6) Noted listening tasks: We teach listening by establishing an understanding of the general understanding of determining the specific information. We can note of the listening tasks from easy to more difficult by the form of questions that we use and it can be evaluated according to the type of stars asked by students in the form of writing or speaking.

Ii) techniques to improve language

Speech evaluation of students is possible through the digital recorder modules in language learning software. student records Audio can be recorded or marked for further evaluation. Teachers can record their own voice notes that students can hear later, they review their work.

Group Discussions and Role Playing: Students on different workstations can be grouped in pairs and placed at random or groups to participate in role plays and group discussions. Teachers can listen directly or intervene when necessary to control, monitor and evaluate the process. It can also be recorded and saved for later evaluation.

Digital recorder: This software module allows students to experience interactive programs media while simultaneously recording their own voice to practice. With this, students feel like they are interacting with a live native speaker and they can increase their comprehension, vocabulary and oral expression. By adding subtitles, reading skills are also increased. Quizzes and tests can be prepared using text, graphics, video and audio. These quizzes are automatically classified

Voice Recognition Technology: This technology is integrated into the Pronunciation module of the software. Using the microphone on your computer, the learner will be able to repeat the words after hearing a native speaker of computer speakers. The software will analyze their pronunciation and compare a waveform representation of the pronunciation of the language with a waveform of their pronunciation. Ladders Precision-screen display with their voices match the language on a scale from "Bad", "acceptable" and "good".

Iii) techniques for improving reading and writing

The key to learning a language is the frequent exposure and use of vocabulary and grammar. The average person must be exposed to a word or phrase 100s of times before integrating it into a conversation fluid. The important thresholds to acquire control language is the learner's ability to:

• Learn the basic vocabulary of about 2,000 words for use on a daily
• Learn the rules of grammar
• Vocabulary Lessons
• Grammar Exercises
• Interactive stories / situations

a) Grammar Exercises - Reading, writing, comprehension

The purpose of these exercises is to strengthen the knowledge of how the words fit together to make sense. Some exercises are translations, others may be designed to teach learners to think in English, asking them to change a phrase in a specific way. This feature requires type responses in the exercises, providing a practical and effective form of writing instruction.

Reading comprehensions can be given in the form of stories, case allows case, descriptions and narratives. Learners can be encouraged by allowing them to follow different methods of reading such as skimming and scanning. They can be followed by activities in the groups through exercises on the meanings of words, vocabulary, complete missing information, synthesis / GIST. Note taking, thought-provoking questions for group discussions, brainstorming sessions, etc.

b) writing exercises: writing can be performed through DNA on the gap filler exercises and the model format for e-mail, letter, memorandum, reports and resumes. They may also prepare the document for presentations. These can be seen and edited by the instructor in the teacher console.

Assistance written: - The teacher can send messages to guide their work with learners and the learner can answer. The teacher can also open a text chat with single and multiple learners. In this feedback can be given on site.

Monitoring progress learning through language learning software

Language learning software provides teachers a number of methods to assess student achievement and monitor their progress. Using writing, listening, recording and Web-based activities to stimulate learners to use their skills more and more oral and written language, the results for shop comparison over time, then the teacher / learner can measure progress.

module review under the console Teacher's module provides a complete interactive quizzes and automatic. They can contain text, graphics, audio, video in the quiz. This allows teachers to use virtually any available media to create tests and assess learners. Example types of questions can include choice questions multiple true / false, fill in the blanks and testing. Speaking can also be evaluated through digital recorder module. Students working on assignments or conversations in groups can be assessed. Their audio recordings can be tagged and recorded in the assessments.

Reports and statistics for the tests are available immediately at the end of each session, giving the important details of the class, each student and each Question tabular, graphical representation or model pie.

Conclusion

There is always room for improvement and advancement in all areas and for any subject. It must be done with commitment and enthusiasm. We are accustomed to traditional teaching methods. It is high time that our methods education must undergo a change. Unless the new technology is adopted to teaching English, we can not communicate language skills of our students, because of growing competition. In my opinion, what are some piles of these techniques can be used to improve language skills through the technology of the present generation. It can be implemented for a learner of any age any time. It will be more effective if the technology is introduced from the elementary level. From my point of view comprehensive language learning (language and as skills) is possible thanks to the classroom and language laboratory, as applied to materials science.

References:

Books

1. Ashraf Rizvi effective communication technique, McGraw-Hill
2. Meenakshi Raman & Sangeeta Sharma, Technical Communication, Oxford University Press

Journals

1. Teaching English with technology
2. Oxford ELT Journal
3. The Asian ESP Journal
4. Reflections on Teaching English
5. Language teaching Quarterly

Brochures

1. Symposium-digital language lab system
2. Sanako - Study 1200
3. Professional Language Lab-DLL
4. class Smart Language Systems Laboratory Robotel
5. Multimedia Language Lab System Nuri Net-II
6. Genesis-LINGUATRONIC
7. Tell Me More V6 Network
8. Lab-English More Globarena

About the Author

Mrs.I.Madhavi
Assistant Professor
Dept. of Human Resource Management
GITAM Institute of Management
GITAM University
Visakhapatnam
Contact No. 9885382286
E-mail ID: madhavi.gitam@gmail.com

Academic Qualifications:
• Post Graduate Diploma in Higher Education from IGNOU in 1996
Related Course Work: Project work on ‘Higher Educational Needs of Tribals in Bastar (Kondagaon)’

• Master of Arts in English Literature from Andhra University in 1992 and Master of English Language and Literature from Dr. B.R.Ambedkar University with 60% in 2007

Professional Experience: Total 13 years of teaching experience

Area of Specialization:
Research: English Language Teaching-Acquisition of Language and Communication skills through technology.
Teaching: English Language, Communication Skills and Soft skills

Publications: one research Paper

Seminars Attended: 2

MDPs Attended: 2

Trained for teaching BEC Certificate

Membership in Professional Bodies

i) Member in International Association of Teachers of English as a foreign Language (eatefl) and
ii) Member in English Language Teachers Association of India (ELTAI)

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