Philological
sciences /1. Methods of teaching language and literature
Zavitova T.Y.
Kostanay State University,
Kazakhstan
The
use of visual aids to increase interest of students to knowledge
Numerous
pedagogical and psychological researches show that the learning process is
effective only when it causes and organizes the cognitive activity of students.
Work of the teacher
should be directed to the development and use of such forms and means of
instruction that promote interest, independence, creative activity the student
in the assimilation of knowledge, the formation of abilities and skills in
their practical application.
Visual aid is one
of the most popular means of learning a foreign language. In the teaching of
foreign languages visual aid is used for a long time, and in various teaching
purposes. Visual aid can be used to form various skills (grammatical or
lexical).
Visual aid can be
used as a demonstration or as a handout. The use of visual aids in education is
necessary. At the same time, it must be remembered that the visual aid is not
an end in itself but a means of training. Mismatched visual material distracts
learners, interferes with the acquisition of knowledge. Correctly selected the
visual aid improves learning, facilitates the assimilation and comprehension of
the material.
The place and role
of visual aids in the learning process is determined by the ratio of the
activities of the student, in which the material is able to take place to the
structural activity, which leads to the realization that we need to learn.
Visual aids serve
as a kind of external support to domestic actions of the learner in the process
of acquiring knowledge. Introduction to the training of visual material must be
taken into account:
1) What specific
role in the assimilation of topic of the classes should perform visual
material;
2) In what way is
the objective content of the visual material to the object to be awareness and
mastering.
To make learning
visual - it is not only to create visual images, but also to enable the student
directly into practice. A major role in the study of a foreign language plays
use of distributing cards of different levels of complexity, both primary
assimilation of the material studied and assimilated to consolidate lexical and
grammatical material.
In the educational
process the formation and development of foreign language skills is carried out
in relation to all kinds of speech activity. However, speaking is one of the
leading places in the foreign language lesson. Speaking directly depends on the
quality of his mastery of lexical and grammatical parties, or rather, a variety
of activities with the language material, leading to the formation of skills
and oral communication skills, ranging from simple skills to generate strong and
complex automatisms creative skills.
On the foreign
language lessons vocabulary is suggested mainly on the familiar voice samples
fixed in a series of exercises in a personalized version of role-playing game,
in question-answer and other opportunistic communication exercises, whose task
as quickly as possible to ensure language skills. With the help of drawings,
photographs, paintings, and other ways you can create a visualization of the
situation, stimulating speech activity of students, causing the need to speak a
foreign language.
With the help of
drawings, photographs, paintings, assotsiogramms we can create situations
stimulating and motivating speech activity of students, causing the need to
speak a foreign language.
Thus, visual aids
are an indispensable learning tool. It is a means of creating a motivational
incentive level of communication, a means of creating an environment close to
actual conditions, and it is necessary for the active speech and irreplaceable
when learning a foreign language. The teacher needs to know the nature and
types of the visibility of fine material to a certain speech situation to apply
the desired visual material.
Learning tools,
primarily picturesquely subject and schematic clarity increase the opportunity
for a clear management process of formation of foreign language skills.
In the lesson are
also widely used teaching and visual aids: tables, plot images, illustrations
to the book, and cards for the organization of individual work.
One of the
conditions conducive to the formation of grammatical speech automatisms is the
use of situations.
Now for modeling of
learning situations are widely used audio-visual training aids (visual aids,
demonstrated in the soundtrack).
In the practice of
foreign language teaching takes place combination of different kinds of visual
aids. Depending on the intended use of the visual aids we can talk about its
following functions:
1) presentation of
language material (in connected speech or in isolation);
2) clarification of
knowledge of language phenomena;
3) creation of
conditions for the use of natural language as a medium of instruction for the
use of communicative language material in speech and writing.
The use of modern
information tools provide an opportunity to intensify the educational process,
to make it more complete, informative, motivating, providing new content and
forms a valuable attitude to learning a foreign language.
Thus, each kind of
visual aid has its function in certain situations; you can not use any kind of
visual aid, and to choose the most effective one in a definite case.
Visual aids used in
the English lessons are applied at all stages of learning by students.
Depending on the didactic tasks the teacher uses a variety of visual aids.
For example, when
presenting a new theme there can be grammar tables. Or, if it is a
consolidation of knowledge - it can be exercises on the board. After reading
the text, students can create a written plan for it, questions or crossword
puzzle.
As an exercise, you
can use the text in which the words are missing. For each student, it is
selected individually. You can vary the frequency gaps or change omissions
depending on the grammatical or lexical topics (missing articles, auxiliary
verbs, lexical or grammatical turns, etc.).
Especially
successfully is carried out systematization of linguistic material in the
tables on English grammar, where with the help of diagrams, symbols, signs the
most complex grammatical phenomena, syntactic structure of the English language
are explained.
Schemes allow
trainees to focus on the main in the studied material, supplied to the trainees
comprehension of the laws, but do not provide ready-made conclusions, language
requiring a certain mental activity of students, develop thinking. The number
and nature of the questions depend on the complexity of the subject, lexical or
grammatical content of the table and the level of training of trainees.
Particular attention should be paid to the specifics of a tabular form, the
location of the material, notations.
Every time when
using certain visual aids, the teacher needs to understand what kind of
function of these benefits are carried out in the educational process, what
role they should play in solving educational problems. Visual aid is necessary
and useful to the extent that it contributes to the activation activity of the
students in the knowledge of these objects.
More adequate formula of the visual aid is the following:
• visual aid - is
an understanding and activity;
• visual aid - is a
focused and specially organized display of educational material, which prompts
the learner laws phenomenon under study;
• visual aid is
really the foundation for modern foreign language teaching.
Thus, the learning
efficiency is achieved by combining the words of the teacher, practical
activities trainees and different means of presentation, since the process of
concept formation is inseparable from specific submissions from the formation
of modes of action.
Developing subject
environment - is a combination of natural, social and cultural subject means
that meet the needs of the current, the nearest perspective development of the
student, the formation of his creative abilities, providing a variety of
activities.
Therefore, when
learning a foreign language it is necessary to take into account the major role
of the principle of visualization.
References
1. Prokofiev V.L. Visual aid
as a means of creating communicative motivation for teaching oral foreign
language communication [Text] // Foreign languages at school.- 1990.- № 5.- pp.
41-45.
2. Ryauzov V.V.. Grammar tools
[Text] // Foreign languages at school.- 1980.- № 1.- pp. 37-42.
3. Scheper M.N. Formation of
grammatical speech automatisms based on audiovisual [Text] // Foreign languages
at school. - 1979. - № 2. - pp. 25-30.