Faculty of Humanities and Social Science > English
USING VISUALS FOR TEACHING & LEARNING ENGLISH
Mustafizur rRhman:
video material can be a very useful source and asset for the language teaching-learning process because it combines both fun and pedagogic instructions in an authentic material that reflect real interaction. By employing videotaped material teachers can always create an indefinite number of language teaching activities. The devised activities above are mere examples based on one short segment and each focuses of a different language skill that EFL students need to acquire.
Stempleski and Tomalin (1989) point out a recent trend in the use of the medium to stimulate oral and written communication among students. Another trend in the use of video language teaching, readily apparent to anyone who has surveyed Teachers of English to Speakers of Other Languages (TESOL) annual convention programs since 1986, is the use of authentic material—video and television material designed for entertainment rather than for language teaching. Likewise, articles on video in second language teaching reflect a central concern with the use of authentic material (Brinton & Gaskill, 1987; Griffin, 1980; Hill, 1987; Kerridge, 1982).
Mustafizur rRhman:
Visuals are a great tool to help with student comprehension as well as make for a more exciting class. Unfortunately, not all classrooms are equipped for this type of learning but most schools will have a multi-media room that can be utilized on an "as needed" basis. In addition, the presentation could involve graphics and images using less technology based methods.
Multimedia is various combination of text, graphics, sound, video and animation. It can be controlled, coordinated and delivered on a computer screen and implies interactivity which means the user is engaged in the presentation of information. In addition, multi-media can act as a more 'capable peer' as well as be a tool for student-student and student-teacher interaction. It can lead to more collaborative learning experiences while allowing students to learn with multi-media or from multi-media.
The brain recognizes much more in the visual cortex where our visual memory is located. Comprehension can often only occur after students are able to construct a mental image of what is meant. Once the student forms a mental image, then the concept is 'understood'. Therefore, the more visual we make learning, the greater the amount of subject matter that can be memorized and retained.
Nahid Kaiser:
Yes Shipra, your one is also my view.
Mustafizur rRhman:
Choosing and Using Visual Aids
Visual aids can be a valuable tool in our lesson, but they can also just be a distraction or even teach false doctrine or misconceptions. It is important, regardless of the ages of our students, to be selective when we choose pictures to illustrate our lesson.
We should try to use only pictures we find in the ward library. This insures the pictures are accurate and acceptable. It also follows the guidelines that tell us not to spend money on our callings. The libraries have a wide selection of attractive pictures and include more than just scripture illustrations.
Pictures created for the lessons must show everyday events, such as a family gathered around an infant, or a girl looking at a bird. The students can browse the pictures during during their free time. As we become more familiar with the visuals, we will be able to recall pictures easily as we prepare our lesson.
Real:
Thank you sir, I agree with you. I think it is a better way for learning English. It will help the student for learning English very easily.
Md. Mehedi Hassan (Real)
19th Batch
Dept. of English, DIU.
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