Language teaching using a language lab.

By Sarang Lonkar

(1) Language learning:

Language takes birth out of vocabulary that becomes meaningful by syntax and grammar. Its primary expression is through oral and aural senses and secondary expression and advancement is through writing/reading skills. Language teaching should therefore also follow the same steps. One learns the first language naturally but the second or foreign language needs to be taught systematically so that the student acquires proficiency fast.

Learning a second or foreign language:

New language learning starts with learning vocabulary through oral/ aural senses, though grammar plays important role in the process. The initial learning therefore necessitates a speaker (teacher).

Steps in language learning:

To be able to express oneself in such a way that others can understand; To understand others; To be able to reason/think rationally.

Methods used today:

With changing times there is an obvious new approach to language learning/teaching but some fundamental principles still apply. As human resources become scarce, there is a growing desire among students and teachers alike, to replace this ‘speaker’ by some kind of a computer program. Although this idea appears promising, one should adopt it with a proper understanding of what computer programs can provide and what they cannot. In the process one tries to use a ‘reader’ instead of a ‘speaker’. But a precaution is necessary. Take for example a word written in pinyin (Chinese written in a script similar to Roman) as ‘qing’ (meaning ‘please’ or ‘to invite’ in Chinese). It is difficult to imagine that this is pronounced as (nearly) chhing! Therefore it is essential that the reader is initially supported by adequate audio material or a teacher. Several computer programs provide this kind of exercises for self-study. They may provide illustrations to convey meaning and include sound to convey the pronunciation. Such programs are no doubt useful. However it is important to consider who the learner is.

Student categories and their special needs:

Though improving communication skills is the basic requirement of all, different categories of students can have specific needs.

1. General students of English - Students from all streams who need to improve their English for improving employability; undertake post-graduate courses either in India or in foreign countries. They need to refresh their grammar and enrich vocabulary, remove diffidence of speaking English and achieve fluency.

2. Special students of English - Students taking English language as a career in education, media etc. They need advance study of language including phonetics, expressions, culture etc.

3. Foreign language students- Students taking any foreign language- other than English- greater emphasis on study of pronunciation is needed.

4. Casual students of foreign language- Students such as business executives, guides, who need to learn a few words or sentences for special occasions, may have to work independently and in spare time.

(2) Types of computer programs for self–study; their use and limitations:

Type 1. Vocabulary with text, sound and illustrations etc.-knowledge of script required, sound may be difficult to imitate, illustrations may not convey correct sense.

Type 2. Interactive programs for grammar- can be only of yes/no selection types in different formats, difficult to deviate from standard answer in social context.

Type 3. Speech recognition with in-built pronunciation of some words and a facility to compare user’s voice with model.- accuracy questionable, built-in voice may be difficult to imitate, wrong clues can misguide learner.

Type 4. Listening and viewing material- useful to enrich soft skills.

Limitation of self-study: Such material does not give opportunity to real life interaction with other individuals. With the result, the diffidence for new language does not go, fluency cannot be achieved easily. All such self-learning programs are suitable for beginners to expose them to a new language and for business executives who do not have time for detailed study.

Classical method: In the classical method of learning, vocabulary is acquired step by step along with syntax and grammar under a teacher’s guidance. This takes time but the quality of learning is superior.

(3) Role of educational institutions:

The role of an educational institution – be it of any stream- should be -

1. to provide a student ample opportunity to remove his fear of speaking by interaction with others.

2. to provide self learning material to remedy grammar.

3. to provide a model pronunciation material. The model voice should preferably be such that the student should feel that he can imitate the model.

4. to provide ample listening and viewing material with intermittent question-answers and monitoring the students’ concentration in subject matter.

Infrastructure:

This infrastructure is known as a ‘language lab’. In order to achieve the above objectives, the educational institutes need-

1. Infrastructure to accommodate desired number of students working simultaneously.

2. Content material programs in any of the above forms.

3. a teacher !

(4)Types of language labs:

People have different notions about language labs, as such there can be several types of language labs. Some simply install a public address system while some add simple tape recorders. Some consider a language lab to be simply another IT application. However, there are designs that address the real needs of language learners.

(1) Purely software based labs: In the simplest form, language labs may be constructed as purely software based applications working on a LAN. Such labs can provide very basic facilities just adequate for self-learning. A normal 100 Mbps LAN is not satisfactory for multimedia applications. Such systems have a limited use as these cannot perform independently of the quality of LAN. Audio transmission may face a delay. Real time video applications (specially with many computers) is generally unsatisfactory for language teaching. With a large audio and video data the LAN is likely to become slow. If quality limitations are accepted, this type can be really very cheap as it depends on just a software.

(2) Hardware software combinations labs: A positive solution to make the audio and video performance independent of the LAN properties is to route the audio/video programs through separate networks. Such labs may take different physical forms but all basically depend on additional electronic circuitry. Some makes use an analogue to digital conversion of audio signals (qualifying to be called digital ..!) for transmission on the cables and storage. Analogue systems perform wonderfully and the final storage is again digital on hard disks. Analogue systems are popular for their simplicity and cost effectiveness. All such systems however use multimedia applications extensively.

(3) Pure hardware based systems: Such systems use extensive electronic circuits and tape recorders for storage. Such systems may use a computerized teacher’s workstation but the students use a ‘tape recorder’ instead of a computer. Such systems are obviously cheaper but have limited facilities. A combination - tape recorders for some students and computers for some students- is also used to derive advantages of both the types.

(4) Central storage type systems: Another variant uses a central storage device where all the teacher and student work is stored as a digital data instead of every student using a computer and his own storage. Such systems are very complex and expensive with no apparent advantage.

(5) Flash memory based handheld gadgets: These use a cassette player and a flash memory based recorder.The cassette may contain a few sentenses that the student can listen to and record the same using the flash recorder. This gives a facility to compare the teacher's voice but unless a facility to interact with another student or the teacher is available this remains an incomplete solution. Nevertheless, this is the cheapest option.

(6) Other types: There are a few other types of hardware/software labs that provide a simple facility of sending a few words/sentences from the teacher to student and provide a ‘listen and record’ facility. Some prefer to use this facility in conjunction with other programs. Some ‘computer teaching’ labs are also put to language lab use. These essentially use a remote observation/control of computers using an elaborate hardware making such labs prohibitively expensive. Software equivalents are found (called VNC) which do most of such tasks in an inexpensive way though with some limitations. However these are not adequate replacements to language labs.

(5) Selection of content materials:

Content materials for students of different levels and different backgrounds, having different needs, is bound to be different. A careful study of the students’ need is therefore important. Any material may provide teaching value but may not precisely meet the students’ requirement. ( please see- Types of computer programs in (2) above.

1. If the student is completely new to the language, the basic material of vocabulary (type 1) will be suitable for him. The same is not useful for an undergraduate student who has already done the basics at schooling level. However advance vocabulary programs may interest the students for post-graduate studies; preparation for studies in foreign countries, etc. Such materials may be also useful for business executives who need to get acquainted to a new language for a specific purpose.

2. Undergraduate students who are poor in their grammar basics, can use interactive grammar programs. (Type 2) Self-study material of this type is available from various sources all working on the basic principle of ‘choice’. The teacher’s supervision will boost the morale of the student as he progresses. If the student is deficient in some aspects, the teacher can identify his specific needs and provide him guidance and additional material. So the teacher’s monitoring is very useful though the course material is self-study type.

3. Some languages like Chinese that greatly depend on the ‘tone’ of a syllable could be tackled with the speech recognition type of programs (Type 3). However, with all the fancy features, it is hard to identify how exactly the student can improve. Too many features bundled in the programs may also make it clumsy and the student may waste time in technology rather than in actual learning. Such programs may actually create an awareness about one’s abilities and motivate him to proceed. Students of any category may use such programs in isolation.

4. For the students who have already attained a certain minimum level, listening and viewing materials of Type 4 play the most important role in improving their ability to listen, understand, reason and think. Such programs may not prove very useful for beginners.

(6) Selection of hardware:

The selection of hardware for a language lab for educational institutions should be done very carefully. Now a days it is a common practice to install the ‘language lab’ specific facilities on a number computers connected in a LAN. One computer per student and one for teacher will be required. Windows OS is used in most places for simple interchangeability with other programs.

The lab should have the following features for obtaining the objectives listed above.

Teacher side equipment/facilities The teacher’s voice, student’ s voice and audio from other sources need to be routed through a suitable network. The essential features include intercom - one way or two way, addressing all students at a time with students’ feedback, forming multiple groups of students for group/paired conversations, a facility for teacher to participate/ record the discussion. A facility to broadcast different programs to different student groups simultaneously is of great help, the teacher having a facility to listen to the program or students’ responses to the program.

Preparing a lesson

The teacher must have some means of recording an audio lesson for immediate use. This facility is useful when the teacher spots students deficient in a specific area and needs to provide more practice material for the same.

The video network-

A facility to play real time and jerk free visuals to students is very useful for ‘live video broadcast’. This helps in explaining the use of self- learning computer programs. It should be possible to insert the teacher’s voice if required.

A facility to watch a student’s screen is useful to monitor his progress while using self-learning materials.

Objective tests

Several interactive programs are available to test students’ knowledge by objective tests. However the teacher needs to create such interactive tests for students that are found deficient in specific areas. It is very beneficial to have means to create such interactive tests.

Student side equipment/facilities The student’s own voice, the teacher’s voice, audio program from the teacher’s workstation, sound from the student’s computer, voice of other students-all these sounds are required in student’s headphone. An audio recording facility- either a software or a special purpose tape recorder is necessary. The system must provide two independent audio tracks for recording student’s voice after listening to teacher’s voice for self-assessment and analysis. A loop play facility for analysis of sounds will be very useful. Some means should be available in the student’s equipment for attracting teacher’s attention.

A facility should be provided to develop or test student’s ability for

• Listening comprehension/transcription

• Reading aloud

• Imitating facial expressions of a model,

Recording expressions and comparing the same with the model.

Both, the students and the teacher, need headsets. These are a combination of headphones and microphone.

(7) The environment

Language lab is usually set up at a quiet place. The room should not be reverberant. Many times an effort is made to combine a computer lab with a language lab. A logistical conflict may occur about priorities and time- sharing. Many institutions still prefer a tape recorder type of student equipment for its simplicity and use a computer workstation at the teacher side to exploit the multimedia aids. Visuals may be shown to students through a projector. A novel idea is to provide monitors to students should their seating arrangement not be convenient for viewing by a projector.

A pleasant working environment is always welcome. Softwood display boards can serve a dual purpose of absorbing sound and provide a place to display instructions, charts etc. Sometimes a special furniture (booths) is used so that students get an isolation and provide privacy.

(8) After setting up the language lab….

With the above infrastructure and the teacher’s imagination the dividends will be enormous. Some activities suggested in the language lab are as follows:

• Use of self-study material by students under effective monitoring by teacher for improving vocabulary and grammar. This also includes training students to use the self-learning material.

• Providing on-line listen and repeat lessons- for improving listening comprehension and pronunciation. These may be through recorded materials.

• On-line broadcasting of audio program for the students to transcribe to improve listening ability.

• Providing on-line dialogues to improve confidence, etiquettes/manners, wit, reasoning through individual intercommunication etc.

• Providing a group environment for the students to discuss a subject without being exposed to partners. This will reduce their inhibitions for speaking; providing a facility for paired conversation so that the students learn to get over the fear of being spotted. • Providing video clips with original audio to improve the students’ understanding of stress/ rhythm/intonation, expressions and learning more about culture. • Providing loud reading exercises to improve fluency. • Providing model expressions for the students to imitate facial expressions or body language.

(9) The teacher….

Language lab is not a substitute to classical method of language teaching. It only supplements the basic training system. The teacher is not a dispensable commodity. He is very much in the scene. He, in-fact, carries a huge responsibility, needs a lot of knowledge about technology. It is he who identifies the weaknesses of his students and provides them the correct guidance and materials. It is he who motivates them. It is he who imparts confidence. It is he who makes the learning experience a pleasant one. It is he who consoles them and shows them the correct path.

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By Sarang Lonkar

Acoustics Engineers, 301 Siddharth Towers, G. A. Kulkarni Road, Kothrud, Pune 411029, India.

Tel. 91-20-25465122, 25463384, Fax: 2542 0898, e-mail: acen@vsnl.com   www. acenindia.com