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Role of visual and verbal information in language learning
The integrated dual-code hypothesis (Mayer and Anderson 1991: 486)
suggested "learners can build both visual and verbal modes of mental
representation as well as connections between them."
Mayer (1997) drew on this in developing a generative theory of multimedia
learning, that has influenced Ohana product design since their inception.
And, given this natural and learned capacity to decipher multimodal
communications, Ohana Foundation EFL and ESL products incorporate
interactive multimedia to help foster the accelerated acquisition
of the English language.
Plass et. Al. (1998) reported that results of their study on the
role of visual and verbal information in learning were "consistent
with a generative theory of multimedia learning that assumes that
learners actively select relevant verbal and visual information,
organize the information into coherent mental representations, and
integrate these newly constructed visual and verbal representations
with one another."
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Therefore, for beginners who lack verbal language skills, the availability
of visual and auditory (or multimedia) input may have a contributory
influence on their second language development.Burt (1999) concurred
that multimedia, and, in particular video, "is accessible to those
who have not yet learned to read and write well, and provides context
for learning." Harben (1999) pointed out that visual context provided
by elements such as setting, body language and facial expressions
can aid comprehension as well as activate learners' prior knowledge
of the social and cultural aspects of language. Further to this,
the simultaneous availability of different modes of information
is believed to contribute to improved comprehension of the language
input. Based on the results of his study, Brett (1997) suggested
that the greater efficiency and focus of using one interface makes
it more likely for learners to have greater success rates with comprehension
tasks while using multimedia.
Multimedia video is the most appropriate medium for beginners because they can draw on both the auditory and visual support in their learning. It is particularly helpful for them to observe the situations of authentic everyday language use as complete communication events in context. As Canning-Wilson (2000) pointed out, video segments should be short enough for the visual stimuli not to detract from the auditory component. Teachers can fully exploit the audio component to develop both macro and micro listening skills by using video segments of not more than one minute long. In the same vein, Balatova (1994) reported that distraction sets in after the first minute of watching. As the target learners are beginners, teachers may find it more helpful to further break down each scenario into shorter segments.
The use of Ohana multimedia solutions can make language learning
more accessible to EFL beginners by:
• making it easier to integrate and contextualize listening,
speaking and pronunciation, reading and writing activities
• motivating learners and helping them in their efforts to
use the language naturally in their own lives by seeing how the
characters succeed in communicating with native speakers and getting
things done in their everyday activities
• bringing native speakers into the classroom (using multimedia
assets), providing additional models for pronunciation, intonation,
and rhythm besides that of the teacher
• raising learners' awareness of non-verbal aspects of communication
• increasing listening comprehension: paralinguistic features
(facial expression, body language, context, setting…) help learners
comprehend more than from listening to audio tape only
• stimulating learner interaction and communication with co-learners
as they discuss the video itself or ways in which it relates to
their lives and experiences
• raising cross-cultural awareness: learners enjoy observing
similarities and differences between the behavior of the characters
in a video clip and that of their own families and friends
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