Main principles of using visual aids in the classroom

CONTENTS

INTRODUCTION ………………………………………………………….	3
CHAPTER I MAIN PRINCIPLES OF USING VISUAL AIDS IN THE CLASSROOM ……………………………………………………......	6
Definition and kinds of visual aids ………………………………………	6
Reasons for incorporating visual aids into ESL materials. ………………	8
CHAPTER II THE USAGE AND ORGANISATION OF VISUAL AIDS IN ESL CLASSROOM………………………………………………	11
2.1. The use of visual aids in the ESL classroom ……………………………	11
2.2. Designing visual aids for ESL materials ………………………………...	18
CONCLUSION ...…………………………………………………………...	27
REZYUME ………………………………………………………………….	30
THE LIST OF USED LITERATURE …………………………………….	32

INTRODUCTION
Visual aids are powerful tools that can be used to assist the teachers in teaching a foreign language. They can be used to display complex information clearly and introduce variety into the activities in class. The benefits in using visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with the lecture’s particular topic and helping them to retain information. Specialists as well as teachers agree on the important role of visuals that can significantly enhance the learning of students that belong to a generation familiar with the visual interface of multimedia and internet technologies. The present paper examines some of the theoretical and practical aspects of the use of visual aids in the English language classroom.
Most of the commercial ESL materials make use of visual aids to possibly clarify concepts or “decorate” the materials so that they look physically attractive. Regardless of the attractiveness of visual aids in the teaching materials, the use of visual aids in materials helps learners understand particular concepts or words in the materials because visual aids can help learners out visualize the concepts, which are hard to understand in mind. In general, learners respond favorably to learning tasks related to some kind of visual contexts because visual aids motivate students and lend themselves “to talk about and talk with.” This idea suggests that visual aids enable learners to sustain their motivation and interest in learning tasks and allow them to develop their English language skills. Therefore, it is no wonder that visual aids are included in teaching materials. To my best knowledge, even though visual aids are commonly used in ESL materials, there is a little literature on pedagogical considerations of using visual aids in those materials. In response
to this gap, this chapter discusses the conceptual framework for the use of visual aids and gives hands-on suggestions for designing effective visual aids in ESL materials within the framework of “localization.” Localization here means particular visual aids can be effectively used in particular teaching materials (e.g., learning tasks or activities) for particular groups of English learners.¹
The purpose of the work is to study the visual aids in ESL classroom and it's features. To achieve this goal in the work, it is necessary to solve the following tasks: 1)to consider the concept of visual aids; 2)to identify the types of visual aids; 3) to consider the ways of designing visual aids ; 4) to clarify the usage of visual aids 5) to present the importance of visual aids in ESL classroom .
The object of research is the concept of visual aids.
The subject of research is the study visual aids in ESL classroom.
The material of the research was the dictionary definitions of the English and useful specific literatures.
The following research methods were used in the work: descriptive, analytical, conceptual and component analysis.
The theoretical basis of the research was formed by the works of domestic and foreign researchers, including such as a, G. S. Dettmer, Nicol .J, Macfarlane-Dick, D.Theall, Franklin , K.J.Gillespie, D.L.Robertson, Jossey Bass, Trumbull, E. Lash, A. Hanna, G. Dettmer, P.A.Pearson, Black P., Harrison, C.Lee, Marshall, B.Wiliam, D. Butler, D.L.Winnie, P.H.Sadler, D.R.Trumbull, E. Lash, Theall M. and Franklin J.L. etc.
The practical significance of the work is due to the possibility of using the results obtained in the development of courses in the teaching foreign language( English language),special courses in language studies, comparative linguistics, intercultural communication, sociology and psychology.