Main principles of using visual aids in the classroom

CONCLUSION
To conclude, language teachers are expected not to stop asking themselves about these questions “Do we need to use visual aids?” or “Why do we need to use visual aids?”, but they have to think beyond such questions like “What visual aids will be appropriate, relevant, and effective to their students’ needs and backgrounds?” and “How do we as language teachers design such visual aids properly?” These questions challenge us to match visual aids with teaching materials within the context of a localization concept. It is crucial to note that effective or best visual aids work best in a particular teaching-learning context. This idea suggests that not all visual aids best suit any teaching materials.
Visual aids as an additional tool in the teaching-learning process, when appropriately chosen and designed are important as students are stimulated, motivated and focused on the activities in class, thus enhancing learning. Integration of technology into classroom help the teachers explain concepts and ideas in a meaningful close to real life way. The students’ acquisition and learning improve, the classes become more attractive and interactive, in short, visuals make the materials to be taught clearer and the learning more accessible.
The visual aids help English-language learners build their vocabulary, speaking, listening as well as the writing skills, making them more creative and develop their deep thinking. Effective use of visuals can be beneficial and can lead to permanent learning as well as help the content delivery. 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. . No matter which teaching method you choose to use, visual aids will make a difference. Students no longer accept dull, boring presentations when the teacher is speaking and the students sit quietly and take notes. They want active participation in the teaching process. The teacher becomes an actor and the students are invited to participate in the play staged in class. Starting with simple gestures and pantomimes to pictures, photographs and slides all are used “to make the activities more motivating and meaningful for the students”. Thomas, M. and Keinders, H. as well as Mannan stress the fact that the use of visuals ‘help the teacher to clarify, establish, correlate and coordinate accurate concepts, interpretations and appreciations, and enable him to make learning more concrete, effective, interesting, inspirational, meaningful and vivid’ Moriarty finds an explanation claiming that it is specific to human beings to develop their visual language skills before the verbal language development” offering a possible explanation for “the need of pictorial information rather than textual among young students “as he explained. Paivio , on the other hand, developed his own theory based on the idea that “cognitive growth is stimulated by the balance between verbal and visual experiences in the early stages of learning while Arif and Hashim’s own research proved that “pictures gained better attention than words”, and that “pictures became the main clue in interpreting the meaning of the words”.

REZYUME
Ko'rgazmali qurollar o'qituvchilarga chet tilini o'rgatishda yordam beradigan kuchli vositadir. Ular murakkab ma'lumotlarni aniq ko'rsatish va sinfdagi faoliyatga xilma-xillikni kiritish uchun ishlatilishi mumkin. Ta'limda vizual vositalardan foydalanishning afzalliklari juda katta bo'lib, diqqatni jalb qilish va saqlashdan tortib, talabalarni ma'ruzaning muayyan mavzusi bilan shug'ullanishga undash va ularga ma'lumotni saqlashga yordam beradi. Mutaxassislar va o'qituvchilar multimediya va internet texnologiyalarining vizual interfeysi bilan tanish bo'lgan avlodga mansub o'quvchilarning o'rganishini sezilarli darajada oshirishi mumkin bo'lgan vizual tasvirlarning muhim roli haqida kelishib oldilar. Ushbu maqolada ingliz tili darslarida ko‘rgazmali qurollardan foydalanishning ayrim nazariy va amaliy jihatlari ko‘rib chiqiladi.
Shu maqsadda l bobda o‘quv materiallaridagi ko‘rgazmali qurollarning jozibadorligidan qat’i nazar, materiallarda ko‘rgazmali qurollardan foydalanish o‘quvchilarga materiallardagi alohida tushunchalar yoki so‘zlarni tushunishga yordam berishini muhokama qildim, chunki ko‘rgazmali qurollar o‘quvchilarga esda tushunish qiyin bo‘lgan tushunchalarni tasavvur qilishda yordam beradi. II bobda esa, o'quvchilar qandaydir vizual kontekst bilan bog'liq bo'lgan o'quv topshiriqlariga ijobiy munosabatda bo'lishadi, chunki ko'rgazmali qo'llanmalar o'quvchilarni rag'batlantiradi va "suhbatlashishga va suhbatlashishga" yordam beradi, kabi g’oyalarni ilgari surdim. Ushbu g'oya ko'rgazmali qurollar o'quvchilarning o'quv vazifalariga bo'lgan motivatsiyasi va qiziqishlarini saqlab qolish va ingliz tilini rivojlantirishga imkon berishini ko'rsatadi. Shuning uchun ham ko‘rgazmali qo‘llanmalar o‘quv materiallariga kiritilishi bejiz emas. Mening eng yaxshi ma’lumotimga ko‘ra, materiallarida ko‘rgazmali qurollar ko‘p qo‘llanilsa-da, bu materiallarda ko‘rgazmali qurollardan foydalanishning pedagogik mulohazalari bo‘yicha ozgina adabiyotlar mavjud. Bunga javoban
Ushbu bo'limda ko'rgazmali qurollardan foydalanishning kontseptual asoslari muhokama qilinadi va "mahalliylashtirish" doirasida materiallarida samarali ko'rgazmali qurollarni takliflar beriladi. Bu yerda mahalliylashtirish alohida ko‘rgazmali qurollardan ingliz tilini o‘rganuvchilarning alohida guruhlari uchun alohida o‘quv materiallarida (masalan, o‘quv vazifalari yoki faoliyati) samarali foydalanish mumkinligini anglatadi.
Korgazmali qurollar oqitish jarayonida qo`shimcha vosita sifatida, qachon to'g'ri tanlangan va ishlab chiqilgani muhim, chunki talabalar rag'batlantiriladi va sinfdagi faoliyatga yo'naltiriladi, shu bilan o'rganishni kuchaytiradi. Texnologiyani sinfga integratsiyalashuvi o'qituvchilarga tushunchalar va g'oyalarni mazmunli, real hayotga yaqin tarzda tushuntirishga yordam beradi. Talabalarning o‘zlashtirishi va o‘rganishi yaxshilanadi, darslar yanada jozibali va interfaol bo‘ladi, bir so‘z bilan aytganda, ko‘rgazmali tasvirlar o‘rgatiladigan materiallarni yanada ravshan va o‘rganishni yanada qulayroq qiladi.
Ko‘rgazmali qo‘llanmalar ingliz tilini o‘rganuvchilarning so‘z boyligini, gapirish, tinglash hamda yozish ko‘nikmalarini rivojlantirishga yordam beradi, ularni yanada ijodiy qiladi va chuqur fikrlashni rivojlantiradi. Vizual vositalardan samarali foydalanish foydali bo'lishi mumkin va doimiy o'rganishga olib kelishi mumkin, shuningdek kontentni etkazib berishga yordam beradi.