USING VISUALS IN TEACHING ENGLISH

Article Sidebar

pdf
Published: Feb 5, 2024
Keywords:
Visual materials, paraphernalia, learning styles, direct approach, language acquisition, mental models, auditory and visual input

Main Article Content

Shakhodat Rakhmatullaeva Quranbay qizi
Urgench State University, Foreign philology faculty, student of Master`s degree

Abstract

Visual aids serve as powerful tools in foreign language education, offering teachers an effective means to convey complex information, introduce variety in class activities, and engage students more deeply. The advantages of incorporating visuals in language instruction are manifold, encompassing attention retention, motivation, and improved information retention. This paper delves into the theoretical underpinnings and practical applications of utilizing visual aids in the English language classroom, shedding light on their significant contribution to the learning process.

Article Details

How to Cite
Shakhodat Rakhmatullaeva Quranbay qizi. (2024). USING VISUALS IN TEACHING ENGLISH. Research Focus International Scientific Journal, 3(1), 108–113. Retrieved from https://refocus.uz/index.php/1/article/view/701
Issue
Vol. 3 No. 1 (2024): Research Focus International Scientific Journal 3 (1)
Section
10.00.00 – Philology sciences
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

References

Scott, W., and L. H. Yureberg. 1990. Teaching English to children. London: Longman.

Asher, J. 1977. Learning another language through actions: The complete teacher’s guidebook. Los Gatos, CA: Sky Oaks Productions.

Carney, R.N and Levin, J.R. (2002) ‘Pictorial Illustrations still Improve students’ Learning from Text’ Educational Psychology Review, Vol. 14, no. 1, March.

Mannan, A. (2005). Modern Education: Audio-Visual Aids. New Delhi: Anmol Publications.

Brinton, D.M. (2001) ‘The use of Media in Language Teaching’, in Celce-Murcia, M. (ed.) Teaching English as a second or foreign language (3rd ed., pp.459-475). Boston: Heinle and Heinle.

Mitchell, R. and Myles, F. (2004) Second language learning theories (2nd Edition).

Geeraerts, D. (2006) ‘A rough guide to Cognitive Linguistics’ in Geeraert (ed.) Cognitive Linguistics: Basic Readings, (pp 1-28). Berlin: Mouton de Gruyter.

Fotos, S. (2001) ‘Cognitive approach to Grammar Instruction’ in Celce-Murcia, M. (ed.) Teaching English as a second or foreign language (3rd ed., pp.267-283). Boston: Heinle and Heinle.

Brinton, D.M. (2001) ‘The use of Media in Language Teaching’, in Celce-Murcia, M. (ed.) Teaching English as a second or foreign language (3rd ed., pp.459-475). Boston: Heinle and Heinle.

Arif, M., and Hashim, F. (2009) Young Learners Second Language Visual Literacy Practices. Oxford: Inter-Disciplinary Press.

Canning-Wilson, C. (1998) ‘Visual support and language teaching’. TESOL

Bradshaw, A.C., (2003) ‘Effects of presentation interference in learning with visuals, Journal of Visual Literacy, Spring, vol.23, no. 1, pp. 41-68.

Petterson, R. (2004) ‘Gearing communications to the cognitive needs of students: Findings from Visual Literacy Research’ Journal of Visual Literacy, Autumn, Vol. 24, no. 2, pp 129-154.

Paivio, A. and Clark, J.M. (1991) ‘Dual-Coding Theory and Education’ Educational Psychology Review, Vol.3, no.

Anglin, G. J., Vaez, H. and Cunningham, K.L., (2004) ‘Visual Representations and Learning: The role of Static and Animated Graphics’, in D.H. Jonassen (ed.) Handbook of Research for Educational Communications and Technology (pp. 865-913). New York: Simon and Schuster.

Mukherjee, N. & Roy, D. (2003). A Visual Context-Aware Multimodal System for Spoken Language Processing. doi=10.1.1.13.9729. Retrieved from http://www.isca-speech.org/archive/eurospeech_2003/e03_2273.html.