Daffodil International University
Faculty of Humanities and Social Science => English => Topic started by: Mustafizur rRhman on June 19, 2011, 12:21:41 PM
-
Video has been proved to be an effective method in teaching English as a foreign/second language (EFL/ESL) for both young and adult learners. Video can be used in a variety of instructional settings—in classrooms, in distance learning sites where information is broadcast from a central point of learners who interact with the facilitator via video or computer, and in self-study and evaluation situations. It also can be used in teacher’s self and professional development or with students as a way of presenting content, initiating conversations, and providing illustrations for various concepts. Teachers and students can always create their own videotapes as content for the class or as a means to assess learners’ performance.
-
Yes Sir, You Are absolutely right. I have used BBC production movie to teach students English accent which was effective. I also used video- clips in listening class which motivated my students. Indeed, audio-visual teaching works.
-
Yes,Sameen sir you are right.We can assess our students by focusing on their real speech deliveries.And we can even use our own cell phones to record their performances.And,I am sure it will definitely work.
Regards
Shamsi
-
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.
-
Sir, I also think it right.Specially,for pronunciation we can use cd's of Dictionaries(As,Oxford Dictionary) and Books(As,Peter Roach's book).
-
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).
-
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.
-
Yes Shipra, your one is also my view.
-
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.
-
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.
-
Point to keep in mind while using Visuals.
The students should use outside pictures, study them carefully for appropriateness.
The underneath detail is to expalin how students should judge a visual material.
For example, Are all people shown dressed to church standard? No. An attractive girl with a shiny face will send the wrong message if she is wearing a sleeveless shirt and tight jeans or if she has too many earrings. Students should look carefully at the background details of the visual materials for appropriateness. They should make sure the home in picture doesn't have ash trays, inappropriate magazines or a wine glass. A cross on the wall will suggest this is not an LDS home. Does everything in the picture suggest a wholesome environment in which a Latter-day Saint might comfortably be found?
-
A picture may be worth a 1,000 words, but it can also lead to speechlessness. Over the centuries theorists have often wondered whether or not we can see before we think. Pablo Picasso was famous for stating "I paint what I think not what I see." Therefore, it only seems logical as language educators we ask the same questions to determine the effect of visuals on learning.
-
How Visual Works
Let’s start with a general framework of how we learn and see our world. If you were to look at a glass of water, many would argue it was half-full whilst others would debate it was half-empty. Perception affects learning. How a learner views an object, text or symbol can affect written and oral communication. Let’s take another example, if you were asked to count the windows in your home, would you be more apt to take a mental picture of the room before counting? A wide variety of interesting questions can be asked in connection with the topic of imagery in learning. Thus far, research in human learning has provided answers to only a few. Still even fewer answers are available from research directed specifically towards the learning process. Perhaps, this is because humans have an ability to form a "mental" picture of the room before making a judgement. Even those blind from birth can facilitate learning and recall using imagery instructions. Thus, the mental image of what we have seen may at times make a greater impact than auditory input. Therefore, visual cues are important, since they either facilitate or distract from understanding.
-
How Visuals work, continues...
In the area of foreign language and second language research empirical evidence showing relationships between the pictures and acquiring the target language is scant. However, in the areas of cognitive psychology and visual/verbal behavior the literature is saturated with empirical data. Therefore, as researchers and classroom teachers, it is essential that we investigate how visuals and images can aid in the area of second language learning.
-
How Visuals Work, continues....
Canning (2000) states that there is considerable confidence placed in the value of audio-visual aids to enhance the learning of foreign languages, yet there is little empirical data and research to support the proposition that video or visuals facilitate in the learning of foreign languages. However, with the amount of time devoted to using video/visuals in the F/SL classroom, research is warranted to show how audio-visual aids enhance the language learning process. Currently, many constraints on the studies completed over the past two-decades, show that there are several limitations to be recognized when examining results. For example, many studies have been done with visual aids and not with actual English language videos. Secondly, the use of intact groups instead of random groups (who were studying only one foreign language) have been used in most visual studies in relationship to language learning.
-
In today's class,I have used audio visual material for pronunciation practice.I have used CD of Oxford Dictionary.It's really effective.
-
Visual learning also help students understand unknown words' meaning as they guess it watching the scenes
-
Traditionally, there are five senses: sight, smell, taste, touch, and hearing. As far back as the 1760's, the famous philosopher Immanuel Kant proposed that our knowledge of the outside world depends on our modes of perception. In order to define what is "extrasensory" we need to define what is "sensory". Each of the 5 senses consists of organs with specialized cells that have receptors for specific stimuli. These cells have links to the nervous system and thus to the brain. Sensing is done at primitive levels in the cells and integrated into sensations in the nervous system. Sight is probably the most developed sense in humans, followed closely by hearing.
In learning Sight absorbs 70% and Hearing does 20% of our attention.
So, I think the audio-visual learning system is the best way to teach.
-
Good observation!
-
Effective idea. Yes, visual learners learn by observing.
VISUAL Students with this strength can easily: Recall what they see, Follow written or drawn instructions
They enjoy/learn best by:
Using computer graphics;
performing visual puzzles;
looking at or designing
maps, charts, graphs
Learn to read best with:
Sight methods, dissimilar
words, silent reading,
words accompanied by pictures, slides or videos.
-
Nice thought. we should establish our own aids to execute the idea
-
most popular topic in the recent ELT world!