Published by Melissa (1507042035)
English is
a foreign language.
Students cannot understand
it as they understand their mother-tongue. Therefore, teaching of English becomes difficult for us. In the
teaching of language, the main purpose of the use of audio-visual aids is to enable
the teacher to make
his lessons effective
and interesting. In the
teaching of English the
teacher uses the
direct method. Therefore, it is for the teacher to give a clear idea to
the students through audio-visual aids. Such type of teaching make the
idea permanent in the pupils
mind. Books and
other printed materials have been
the basic tools
of teaching for centuries, and
they are still of great importance. History suggests that the basic conditions
which strongly encouraged study and experimentation with visual aids were excessive
verbalization in teaching.
To convey
some concepts more
effectively and successfully
to students, the teacher
takes help of some
instructional aids, such aids are called audio-visual aids. Such aids can serve
many a purposes in teaching of English. The effectiveness of
teaching aid implies its
relevance to the
teaching point, achievement
of some instructional objective
and appropriate use.
F.W.
Noel is right when he
says, “Good instruction is the
foundation of any educational programme.
Audio-visual training aids are
a component part
of that foundation.” Hence
an English teacher
should know about
the various audio-visual aids he can use successfully in
teaching English.
The use
of Audio-visual materials has largely proven to be very much effective in
teaching a second language. In recent years, a great tendency towards the use
of technology and its integration into the curriculum has gained a great deal
of importance. Particularly, the use of video as an audio-visual material in
foreign language teaching classrooms has grown rapidly due to the increasing
emphasis on communicative techniques, and it is also obvious that the use of
video is a great help for second language teachers in stimulating and
facilitating the target language. Language learning is generally a complex
process. In this process, language teachers cannot be far away from the
technology, which is the application of scientific knowledge to practical tasks
by organizations that involve people and machines. It is a fact that technology
cannot be separated from society. Machines have social origins and they emerge
from the needs of society. Therefore, teachers need technologies relevant to
the teaching-learning situation. If the educationalists want children to be
technologically equipped, all the changes and preparations ought to be done
within the curriculum, school, architecture, teaching organization and finance.
It is a well-known fact that audio-visual materials
are a great help in stimulating and facilitating the learning of a second
language.
According to Wright (1976:1) many media and
many styles of visual presentation are useful to the language learner. That is
to say, all audio-visual materials have positive contributions to language
learning as long as they are used at the right time, in the right place. In
language learning and teaching process, learner use his eyes as well as his
ears; but his eyes are basic in learning.
River (1981:399) claims that it clearly
contributes to the understanding of another culture by providing vicarious
contact with speakers of the language, through both audio and visual means.
One of the most appreciated materials applied
to language learning and teaching is, of course, video. A recent large-scale
survey by Canning-Wilson (2000) reveals that the students like learning
language through the use of video, which is often used to mean quite different
things in language teaching. For some, it means no more than replaying television
programs on a video recorder for viewing in class or private study. For others,
it implies the use of a video camera in class to record and play back to
learners their activities and achievements in a second language teaching. The
research has been able to state that audio-visual materials are very effective
in teaching a second language.
Objectives
of Teaching Aids
1. To
enhance teachers skills which help to make teaching-learning process effective
2. Make
learners active in the classroom
3. Communicate
them according to their capabilities
4. Develop lesson
plan and build interest
5. To make
students good observer
6. Develop
easy and understandable learning material
7. Follow
child cornered learning process
8. Involve intimation
in objectives
9. To create
interest in different groups
10. To make
teaching process more effective
Types
It can
be classified simply on the bases of sensory experience. Because human beings
derive their experiences mainly through direct sensory contact. Keeping this in
view, it can be classified in to three main groups:
1. Audio Aids
examples are radio, tape recorder, gramophone, linguaphone, audio cassette
player, language laboratory.
2. Visual
Aids examples are chart, black and white board, maps, pictures, models,
text-books, slide projector, transparency, flash-cards, print-materials, etc.
3. Audio-visual
Aids examples are LCD project, Film Projector, TV, computer, VCD player,
virtual classroom, Multimedia, etc.
ADVANTAGES OF AUDIO-VISUAL AIDS
- They create interest for learning in the
students.
- They are time saving because they explain the
idea easily and precisely.
- By their use the burden of teacher is reduced.
- The teacher can improve his own English by
aural aids.
- They are the sources of a variety of
experiences for students.
- English is a difficult language. Audio-Visual
Aids make learning English easy.
- A good English teaching is possible only in a
natural English environment. Audio-Visual aids help in creating that type of
environment.
- They help in concentrating the attention of
pupils in learning the lesson.
- The teacher can follow up the principle of from
concrete to abstract with the help of audio-visual aids
References
Cengizhan, S. (2011). Effective use of instructional materials and technologies in teacher training: expectations and opinions of teacher candidates. International Online Journal of Educational Science, 3(2), 641-662. Retrieved from http://www.majersite.org/issue2/ozaslanandmaden.pdf
Cunning-Wilson, C. (2001). Practical aspects of using video in the foreign language classroom. The Internet TESOL Journal, 6 (11).np. Retrieved from http://www.tojet.net/articles/v3i3/339.pdf
Çakir, D. I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. The Turkish Online Journal of Educational Technology, 5(4), 67-72. Retrieved from http://www.tojet.net/articles/v5i4/549.pdf
Mathew, N.G., & Alidmat, A.O.H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86-91. doi:10.5430/ijhe.v2n2p86
Yunus, M. M., Salehi, H., & John, S. A. (2013). Using visual aids as a motivational tool in enhancing students’ interest in reading literary text. Recent Advances in Educational Technologies, 114-17. Retrieved from http://arxiv.org/ftp/arxiv/papers/1305/1305.6360.pdf
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