Teaching Language with Visual Aids

International conference KNOWLEDGE-BASED ORGANIZATION

Visual aids are powerful tools that can be used to assist the teachers in teaching a foreign language. They can be used to display complex information clearly and introduce variety into the activities in class. The benefits in using visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with the lecture’s particular topic and helping them to retain information. Specialists as well as teachers agree on the important role of visuals that can significantly enhance the learning of students that belong to a generation familiar with the visual interface of multimedia and internet technologies. The present paper examines some of the theoretical and practical aspects of the use of visual aids in the English language classroom

2020

2021

As shifting to a digitalized learning environment is exponentially playing an important role in education nowadays, moreover after the pandemic crises. The present paper focuses on the impact of the use of (electronic) visual aids in language teaching-learning in primary school. A research methodology was derived to investigate the effect of some visual aids (flashcards, printed and on a digital format) used in language learning on development of communication skills. The article highlights some important related work on how the technical development is changing the learning format and content providing both positive consequences (easily accessible content, no physical barrier to access information, a voice for those who cannot produce speech). The paper analyzes the implications of the electronic visual aids as effective teaching-learning tools in language-oriented activities/lessons in primary school settings. The main research questions addressed in this paper are as follows: to ...

Šiuolaikinės visuomenės ugdymo veiksniai, 2019

The article analyses the notion of implementation of visual aids as a part of second language learning strategies (SLLS). Moreover, the article highlights the implementation of visual aids via multimedia in teaching the second language at the Military Academy of Lithuania (MAL) by applying the questionnaire for English language teachers and learners involved in English language learning and acquisition at the MAL. For this purpose of the research, the diagnostic questions were developed by using validated and reliable questionnaires such as the Revised Study Process Questionnaire (R-SPQ-2F) and the Learner-Teacher Motivation (STM) questionnaire in terms of the implementation of visual aids in the SL learning and acquisition curriculum process. The analysis of the advantages of this method implementation into learning process is presented in the article, as well as the requirements and recommendations for authentic audiovisual materials on the basis of multimedia applied for the realization of pedagogical case study in a regular academic curriculum content and the technology of methodological development of authentic video or audio material for the achievement tests. The objective of the research is presented and described on the basis of the research. The research showed the significance of effectiveness of implementation of visual aids methods into the second language learning for they economize teaching, learning and acquisition time and increase motivation of both teachers and learners necessary to stimulate and boost psychological traits of a learner, such as verbal memory, behavior, positive emotions and others indispensable for participating in the language learning process and acquisition. Thus, the object of the research is based on visual aids as a part of SLLS alleviating and facilitating SL learning and acquisition by implementing visual aids as a part of SL learning strategies. The aim of the research is to apply visual aids as direct strategy in the language learning process as a part of SLLS used in the acquisition of a SL. Based on the theoretical and methodological SL learning approach of direct and indirect learning strategies, the methods of visual aids were chosen as the best means to accomplish the aim: to achieve the best effect of the SL learning and acquisition via implementing visual aids as a part of the SL learning strategies. In order to conduct the already set objectives of the research and to test the hypotheses of the research, the questionnaire was used to collect the required data. Moreover, besides the questionnaire data, the data of log observation sheets, pull-out focus groups, checklists, achievement tests and surveys of learners were analyzed too.

Azarbaijan, Shahid Madani University, 2017

The ELT classroom cannot remain separate from the predominantly visual world in which it is located, where both the 'old' and the 'new' media are bursting with images, where most students are visual learners and where the proverb 'A picture is worth a thousand words' applies more than ever. Visual tools, such as pictures and videos in any available format, can be used for a wide range of activities, from speaking and writing to enhancing students' vocabulary and grammar skills because the simultaneous visual and auditory input provided by visual tools facilitates both teaching and learning foreign languages. According to studies, learners can record images and words in their memories and recall them later in image and/or word forms. In addition, using visual aids has proven to be a great motivational tool for students and teachers alike, as it provides the teachers with the opportunity to express their creativity in preparing new teaching materials. This paper focuses on using visual tools in teaching English as a foreign language at tertiary level, with an emphasis on the role of visual tools in facilitating the teaching and learning of language content widely considered to be 'difficult', or at least unpopular (e.g. conditionals, modal verbs, tenses, phrasal verbs and collocations). The paper will provide an overview of the experience in using visual tools with first-year business and cultural management students at the University of Applied Sciences Baltazar Zaprešić, Croatia and the workshop will provide some useful practical examples of classroom-ready exercises.

Swedish Journal of Romanian Studies

The most common method to teach foreign languages is the use of course books. However, the 21st century serves other possibilities to use during learning, such as multimedia tools. The use of Internet, newspapers, the radio, or TV might be an alternative to typical language teaching methods. Multimedia can be defined as the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphics, and test resources to develop effective presentations on an affordable desktop computer. The method of teaching a foreign language through Multimedia has been used wider and wider and it has contributed a lot to higher teaching quality. Chalk-and-Talk teaching method is not enough to teach a foreign language effectively. We should change our teaching ideas and recognize their impersonal attribute as one kind of teaching method. Thus we can utilize modern education technology reasonably to fulfill the target of language teaching. We live in times ...

The purpose of this research paper is to show how to best use visual aids in the ESL/EFLclassroom. Using visual aids such as pictures, posters, postcards, word calendars, realia, charts, graphic organizers, picture books, television, videos from iTunes, and computers can help students easily understand and realize the main points that they have learned in the classroom. For each visual aid, students have different responses and expressions because of their different educational and cultural background. Using visual aids can help students understand the deep meaning of a topic and realize similarities and differences between each topic. The author has included detailed a description of different visual aids as well as three lesson plans which employ many different visual aids. The intent is to guide ESL/EFL teachers everywhere in the optimal use of visual aids in their classroom.

Volume 2, Number 1 pp.3-17 Harnessing the Use of Visual Learning Aids in the English Language Classroom Romana Dolati Prof. Dr. Cameron Richards University Technology Malaysia Abstract There has been increasing interest in the use of visual learning aids in education. Suc interest is in part due to the role of dual coding theory to make educators aware of th important role of visual as well as verbal tools and technologies – especially with a younge generation of learners familiar with the visual interface of multimedia and interne technologies. Because of the directly verbal nature of language teaching and learning, man language teachers are either often not aware of or underestimate the potentially constructiv role visual learning aids can play in enhancing the language learning classroom. This pape will investigate the ways in which visual learning aids might be used by teachers of Englis as second or foreign language to enhance the learning of their students. It will report on th findings and insights achieved in a postgraduate research project which explored the proposa that visual learning aids can significantly enhance the English language classroom. Keywords: Visual learning aids, dual coding theory, language education

HOW, 2009

This article is a report of the findings of a research project developed in a Colombian school, Academia La Salle San Benildo, as a requirement for the B.A. degree in Modern Languages at La Salle University. The goal of this project is to describe the impact of working with visual material with the students of fifth and third grades. The data collected throughout the process include an interview, a survey, students’ work, and journals kept by the student teachers. The results of the analysis of the research show the importance of the application of visual material in the teaching process.