Ministry of higher and secondary special education of the republic of uzbekistan termiz state university

The purpose of the course work: Using visuals through media in the language classroom study

Task of the course work: Using visuals through media in the language classroom learning

1. Study, analysis and generalization of scientific on the topic;
2. Development of recommendations within coursework materials;
1. Use of visual materials through mass media in lessons
Our brain is an image processor, not a word processor (Kouyoumdjian, 2012). Moreover, if our students have been raised in this media-centered society, the pedagogical use of visual aids to engage them is a must.
There are different ways to enrich a lesson using visual aids. If we want retention of information, these six ways are sure to do the trick. The acronym V.I.S.U.A.L. will help you remember these six ideas.

1. V: Vocabulary lessons

Since our brain is designed to remember pictures, visuals give concrete information. You are 65 percent more likely to remember something with a visual than if it was a vocabulary word alone (Medina, 2018).
Just the other day, I was trying to explain the definition of “bellow.” How can one explain this word except to show it in action? It can be acted out by shouting in a deep voice, or one can show a picture of a boss shouting an order to an idle employee. This clarifies the meaning and locks it into memory. The students can later draw their own pictures along with the definition since the brain will retain words that are read and seen. (Side note: Have them say the word and act it out, and you have nearly doubled their retention.)

2. I: Identify key concepts

Grammar is an area that can be quite dry if one just teaches the rules. Visual aids not only help in aiding understanding, but also assist students in remembering a rule with a picture in mind. For example, clauses always have a subject and predicate. This can be helpful knowledge when one is learning about dependent and independent clauses. To illustrate this rule, I draw the head of Santa Claus and put an “S” earring on one ear and a “P” earring on the other. We then touch our ear, saying “S” and “P” when we hear the word clause signifying that clauses always have subject and predicates. They never forget it with this visuals.