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IMPORTANCE OF USING VISUAL AIDS IN THE PROCESS OF TEACHING
ENGLISH LANGUAGE FOR BEGINNERS
JIENBAEVA RAYKHAN
4TH YEAR STUDENT
NUKUS STATE PEDAGOGICAL INSTITUTE
FACULTY OF FOREIGN LANGUAGES
https://doi.org/10.5281/zenodo.14005479
Annotation:
The purpose of this study is to highlight the importance of visual aids in
teaching English language for beginners to grasp more attention of learners and provide them
with deep and precise understanding of the topic. Experienced teachers try to conduct the
lesson with the help of more authentic materials mostly for those who has less attention span
particularly from the 1
st
to -4
th
grade. This article shed the lights on proper usage of realia
materials providing scientists viewpoints.
Key words:
visual aids, teaching, young learners, skills, methods.
INTRODUCTION
Teaching English is becoming significantly essential for the last decades since the future
of young generation is highly likely to depend on more advanced way of living. The reliance
on more qualified teaching methods will be high and directed on conducting lessons with the
help of visual materials is in demand. Undoubtedly, the attention span of young learners is
shorter in comparison with older people therefore if the teacher uses the simple method of
teaching only by reading the exercises from the book, the child feels bored and cannot
understand the topic and loses interest from the beginning. However, if the lesson is more
colorful and designed with the material from real life, learners might feel more curious which
means they start to pay attention. Moreover, Domin (2007) [2] study which was done in
Cambridge University about application of visual aids in teaching English, argues that since
ancient times man has always made visual representation of reality and used visual stimuli to
transmit information. Ever since the times of our ancestors the existence of visual aids have
been used and the evidence for this can be the drawings on the walls of pre-historic caves. To
transfer the data from one generation to another, they used possible ways such as leaves of
trees, most commonly building blocks and walls which were from rocks, they carved and left
their way of living style with pictures and this way first alphabet letters started to appear.
Furthermore, Linz (1991) [3] under UNESCO carried out a research on the development
of audio-visual education in Kenya and his research findings commented that the visual are
important in English language because their value is appraised according to their facility in
assisting teachers to teach children and in assisting children to learn. In addition, if the realia
to the topic such as about animals, div parts, colors, fruits & vegetables is implemented
whether in online or with pictures this may lead to long-term memorization. The features of
authentic material are useful not only in teaching vocabulary but also in explaining grammar
and in other skills of English language such as (writing, speaking, reading, listening).
How to use visual aids and its importance in Skills of English Language
The benefits of realia in teaching writing skill for beginners is crucial due to the fact that,
they do not have misunderstandings about the topic when they see the thing in front, cause at
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the very beginning learners do not tend to write complex essay which require cognitive
function and proper structure instead they start by easier techniques and questions asking to
describe the picture or thing. Domin (2007) [2] in her research done in UK in Cambridge
University on Application of Visuals in English Teaching asserts that, today we live in highly
visual world, dominated by visual messages. In fact, we are surrounded by visuals aids,
pictures demonstrating us information about every day news and updates, advertisements
about various products and services make us aware of changes.
The usage of visual aids in teaching speaking, nowadays even the tests of qualification
certificate have the sessions of picture describing, by looking to the picture they should
describe it for the given certain minute. According to the United Republic of Tanzania under
the Ministry of Education and Vocational Training (2010) [4], a research was carried out on
Pedagogy and leadership in Tanzanian primary school, findings illustrated that, visual when
properly used in language teaching brings about learners’ communicative competence.
The listening skill also highlights the need for authentic material since before listening
the track or audio they should be provided with instructions and strategies first, such as pre,
while and post listening. In the pre-stage, especially beginner learners need clear explanation
therefore teachers should teach them to look and understand the topic then predict about
what the listening audio is going to be. To explain the topic deeply the need for realia is
highlighted again. Calder (2008) [1] conducted a case study on the selection and evaluation of
audio-visual media to supporting language learners in South Africa. The research data showed
that, visual-media has important role in supporting English language teaching because they
stimulate cognitive skills including solving critical thinking.
The part of receptive skills is reading which is challenging when it comes to young
learners because they are lack of vocabulary range when the long paragraph and short stories
are given, hence, the role of visuals is necessary to reveal the meaning of the text.
Furthermore, young learners demonstrate more enthusiasm when they see a story with their
favorite actors and celebrities from cartoons and engage in lesson. Therefore, if the instructor
brings texts relevant to the topic and with well-known heroes’ demonstrations, they will see
the higher level of interest in child to get the information about the character they know.
To sum up, this study examined the valuable aspects of the use of visual aids in the
English language acquisition. The research focused on basic utilization of realia material in
correlated 4 skills of English language in the classroom of mostly primary school.
References:
1.
Calder, B D. (2008). The selection and evaluation of audio – visual media for supporting
learning. Cape Town: South Africa.
2.
Domin E.A. (2007) On application of visuals in teaching English; Selected issues.
Cambridge University
3.
Linzi, C.D (1991). A plan for the development of audio –Visual education in Kenya. APTA
/Kenya / UNESCO: Paris
4.
The United Republic of Tanzania (2010) Ministry of Education and Vocational Training.
June 2010:Dar es Salaam
