Summary
Audiovisual media turn out to be irreplaceable when learning a second language in particular, or languages in general.
This article not only recreates the relevance of audiovisual media in every foreign language lesson but also the genesis and importance of the use of these audiovisual media for the best achievement of their cognitive objectives.
Abstract
Audio visual teaching aids are to be considered prominent among the main learning tools of a foreign language in particular or a second language acquisition in general.
This article not only relies on the relevance of the use of these teaching audio visual aids in every foreign language lesson but also, it deals with the genesis and importance of their usage for achieving better learners 'learning outcomes as well as teaching teachers' aims all throughout the dual learning - teaching process that takes place in every particular lesson and class.
Development
Some time ago, the goal of teaching a foreign language was merely "literary" that is, to read, translate and understand a foreign language. In addition, the basic means of learning a language included the study of vocabulary as well as grammar and direct and reverse translations. Talking about learning foreign languages at an early age was something very absurd. It was something very absurd because students were supposed to have an adequate command of the mother tongue and foreign languages were considered as suitable material to be taught in higher grades.
Fortunately, a new concept came to light that spread with great force and speed. Learning one or more foreign languages has clear and convincing objectives: To provide people with vehicles of communication with their peers, to facilitate access to different cultures, to create a means of international understanding and bonds of brotherhood between nations.
Along with grammar and classical methods, audiovisual aids have been developed that reduce the learning time of a language. These also multiply the performance and lower the chronological threshold for the beginning of your study.
Previously, speaking a language was the end goal of the whole process, that is, after knowing the grammatical structures and learning to translate directly and backwards. Currently, it is recommended to start speaking from the first day of class without the writing sign appearing anywhere. This method is not only recommended for children who do not know writing but it is also very useful for adults as well.
This oral period should be intense, engaged and active. The student is obliged to practice the conversations paying special attention to the pronunciation, intonation of the sentences and identification of the voices of the language under study. Once the oral phase is finished, it is recommended to begin the writing phase, which consists of recognizing the relationship phonemes - graphemes used until then, this means just the moment to start reading what has already been spoken.
In the written phase, the use of audiovisual media must be regulated, that is, the frequency of their use decreases, which does not mean that these didactic resources disappear, which must continue in force, especially when we deal with grammar and delve into the language that is taught.
There are dissimilar methods for learning a foreign language. In the case that everyone uses the audiovisual resource, we must know how to select the correct approach as well as the appropriate procedures for each case.
How much all audiovisual method must have as a condition that it is global taking into account the situational technique of each didactic unit, that is, the environment must be recreated and its exact reproduction. The second condition is endorsed by the linguistic content and in which it is impregnated in each situation: an adjective, a verb or a noun must be studied with the specific indication of all its possible situational variants. It is about learning structures and not just single words. In this way, the student is prevented from using phrases or looking up synonyms, antonyms, etc.
The method to be used must avoid the translation of all study material into the mother tongue. This, in addition, must contribute to saving efforts and simplifying work. In the study of a foreign language it is necessary to learn to think about it. Thus achieving, exercise the intellectual functions in the language learned without the mother tongue mediating and guaranteeing time savings.
The audiovisual media turn out to be irreplaceable in learning a language. It is a natural imposition. If these resources are used in the teaching of other subjects, why not do it in the learning of a second language, this being the first social reason for their use. The second reason is of a radical psychological type based on repetitions with the aim of automating learning. There is another very important reason, the economic one, since effort and time are saved for the teacher to use it in other tasks.
When using these means, the age of the students and the objectives they must meet must be taken into account.
The situational method is recommended because it allows to recreate the environment of ordinary life, encouraging the activation of all the linguistic possibilities of the students.
The board and the flannel should be used with the students of early ages (6 to 9 years).
The fixed projection combined with discs can complete the oral phase in children and reduce the learning time of adults and young people. If the sound projection is not accompanied by visual support, the child may not pay due attention.
An interesting aspect of radical learning in the care of the place where the teaching-learning process occurs. If possible, classes should always be held in the same place and in an environment that is feasible for this purpose. It is prepared with maps, posters, posters, sheets, murals and photos related to the country or countries that speak that language. In this way, the simpler audiovisual means and the student finds himself in a favorable environment with which he is identified while he advances in the knowledge of the language he studies. If you do not have a classroom like this, at least adapt a part of the classroom that has allegorical aspects to the second language in question.
Flash Cards are another audiovisual resource that offer excellent results. These consist of a collection of rectangular cards of different sizes, each containing an image and on the back its corresponding written sign, the student has to respond each time the card is presented. They try to automate the responses. The word Flash refers to the speed or shortness of the presentation time and its obligatory quick response.
Flash Cards facilitate learning at all levels of teaching, only the content varies. Its implementation is very necessary in the oral cycle of the learning process. In this case, the image is shown, not the written part of the card.
To avoid confusion due to curiosity on the part of children, the written part of the card can be omitted and left for the writing phase.
Finally, cinematographic projections should be considered as another audiovisual resource, but the effectiveness of this depends on the emotional maturity of the student and the command of the language achieved by this, which makes it difficult to maintain an active attitude (in the case of students). children), if the material presented is beyond their reach.
There are methods that use cinematographic projection regularly and their sequences are perfectly related to the different moments of learning. When the student is presented with a film that does not belong to the specific method, further preparation, setting and explanation of its content is suggested, as well as the proper exercise of the content, vocabulary and structures that must be appropriated and also of set phrases if applicable.
The combination of two or more audiovisual procedures is recommended. It is important to remember that these should not be used only to develop a single sense, be it visual or auditory. With the use of the combined resources, effective learning is achieved.
The excessive use of these resources should be avoided because when used for a long time they can cause fatigue. In addition, excess visual or auditory images bring confusion and disorder. These resources are a means and not an end.
Conclusions
The authors consider that in the planning of each teacher, audiovisual media should appear as a safe way to achieve better student performance during the learning process.
It is notorious to highlight the types of students we have in our classrooms, their ages, motivations, interests as well as the goals they pursue when learning this second language, in question.
That is the relevance in the use and not the abuse of these audiovisual resources that constitute the ideal teaching aids at any level of learning.
The essence of their use lies in the very dialectic of the cognitive process that occurs during learning, which must always be active and consequently conscious, these means facilitate it.
In summary, audiovisual resources are present in any teaching method, at any level of learning and are very useful for any age.
Bibliography
- New Interchange. English for International Communication. Jack C. Richards with Jonathan Hull and Susan Proctor. Published by Cambridge University - 1997 Illustrated Dictionary. Steven J. Molinsky. Bill Bliss. New Jersey, 1994 Five Star English for the Hotel and Tourist Industry. Rod Revell. Chris Stott. Oxford University Press, 1992 Spectrum. A communicative course in English. Diane Warshawsky with Donald RH Published by Regents Publishing Company, Inc. New York, 1983.
