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.