USE OF AUDIO VISUAL AIDS IN TEACHING AND SPEAKING

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Research Journal of English Language and Literature (RJELAL)A Peer Reviewed International Journal - http://www.rjelal.comVol.1.Issue.3.;2013ISSN 2321 – 3108RESEARCH ARTICLEUSE OF AUDIO VISUAL AIDS IN TEACHING AND SPEAKINGJ.NAGA MADHURIAssistant Professor, KL University, Vaddeswaram, Guntur (Dist.,), INDIAJ.NAGA MADHURIArticle Info:Article Received: 29/07/2013Revised on: 11/08/2013Accepted: 18/08/2013ABSTRACTThe teaching profession is filled with countless opportunities to enrich the academiclives of students. While some concepts and educational objectives will be easy forstudents to grasp, others will require you to think creatively to ensure that importantlearning objectives are met. Using audio/visual aids in teaching is one way to enhancelesson plans and give students additional ways to process subject information. Bridgethe gap between the different types of learners by adding audio/visual aides to yourteaching techniques. Since most people are visual learners, it's important to go beyond"spoken words" when educating students. Students are also more likely to learnmaterial is they're exposed to it in a variety of ways. Always look over your lesson plansto find ways to inject different teaching styles. Implement "show and tell" sessions topromote student involvement. This will also help you assess each student's overallunderstanding of the desired learning objectives. There are many ways to use show andtell sessions such as asking students to bring in modern items that still demonstratecolonial values. Watch videos and movies that reinforce lesson plans. Authors such asShakespeare may be easier to understand when the material is seen as well as read. Usefilm clips to highlight historical events and to provide expert analysis of tion of Audio Visual Aids: The audio-visual aidsare tools of record to improve speaking skills that areuse for several times and more than others. Thesethings have been employed for many years in theclassroom, where the object picture section andgestures have been systematically used with audiovisual work to elucidate meaning, this practice hasbeen an essential element in teaching. Audio-visualaids can clarify the material more easily in teachinglearning process. Audio visual aids are only effective ifthey are appropriate to the situation and are usedproperly by the agent. Unsuitable aids or ones that are118not used properly can at best distract and at worstmislead the audience. When selecting suitable audiovisual aids, the agent will be limited to what is readilyavailable or can be made. Within that range some aidsare more suited to a particular objective than other.Most audio-lingual courses consisted of shortdialogues and sets of recorded drills. Method wasbased on a behaviorist approach, which held thatlanguage is acquired by habit formation. Proficiency inusing audio-visual aids cannot be learned from a book;it comes only with practice. The following principleJ.NAGA MADHURI

Research Journal of English Language and Literature (RJELAL)A Peer Reviewed International Journal - http://www.rjelal.commay, however, be useful, whatever audio visual aidsan extension agent my use.1. Select the aids most in accordance with yourobjective, the composition and size of the studentwhere the aids will be used.2. Use the aids to reinforce your massage. They arethree for support, to complement and supplement thespoken word, and should not be expected tocommunicate their content without explanation.3. Make sure that the student will be able to see andhear clearly. Audio cassettes that cannot heard orlettering that is too small to be seen can make theaudience restless and inattentive4. Practice using the aids beforehand. Whereprojected aids are used, it is important to becompletely accustomed to the equipment.Classification of Audio Visual Equipments: Thisclassification is concerned with instructional materialsand equipment for the classroom, generally classifiedeither as listening (audio) or as viewing (visual)approaches to interaction. Much attention has beengiven to finding the proper term to describe the newmethodology. A term that continues to be popular,despite the introduction of more explicit term, isaudio-visualThree are some kinds of popular audiovisual aidswhich can be used in teaching learning process, theyare: Slides Filmstrips, Film, Video compact diskAnalyzingA. Types of Material Development in TeachingSpeaking1. The detailed illustration a detailed illustration issimply an example that is given in detailed. It is thenarration of a happening or an incident, whichilluminates the point under the consideration. Theillustration is one of the most effective types ofsupporting material to use because they story elementinvolves in it commands attention. From timeimmemorial mankind has been fascinated with stories.A master teacher once tried to emphasize to a class topractice teachers the importance of looking at thingsas their students do. Too often teachers get out of thehabits of looking at things as their students do. Toooften teachers assume that when statements are clearto them, they are also clear to the student.119Vol.1.Issue.3.,2013The specific Instance: The specific instance is just thesame as the detailed illustration except that it isshorter. Whereas the detailed illustration is anexample give in considerable detail. Because they soare short and relatively under develop, specificinstances are seldom used by themselves, but areusually used in a series.The hypothetical illustration: The hypotheticalillustration is an example that does not actuallyhappen, but one teacher invents to illustrate theirpoint. If the teacher has something to explain, andshe/he does not have a real illustration for it, she/hecan sometimes make his/her explanation moreinteresting by presenting it as hypothetical illustration.4. Suggestions for using statistics: In this type theteacher must related statistics to the subject mattersin terms that the students will understand. Merenumbers have little meaning for most students and sothe teacher must explain the statistic for the students.The teacher should do his/her very best to thetranslating his/her statistics into units or into termsthat will be meaningful to the students. Go back andlook at the examples of the use of statistics that havejust been presented. Note how in each case thestudents did more than merely list numbers.Whenever possible mention the source of thestatistics, how they were complied their date.B. Techniques in Teaching Speaking: There are somekinds of learning techniques, which serve differentpurposes and require different resources toimplement in teaching speaking. Frequently usedlearning techniques include:a. Structures Discussions: In participatory structureddiscussions, the teacher enables the student group toacquire the desired learning by presenting smallamounts of information and asking reselected sions are useful for presenting information on asubject about which the student has little knowledge.The teacher’s skills for this method must be high, withprocessing skills being more important than contextexpertise. Presenters should make no more than threeor four significant points before involving the memberby asking question. The question and answer processis designed to help secure and maintain the listener’J.NAGA MADHURI

Research Journal of English Language and Literature (RJELAL)A Peer Reviewed International Journal - http://www.rjelal.comattention, ensure learning is telling place, and providea vehicle for leading the group toward desiredconclusions.b. Open discussions: Open discussions are usefulwhen participants are extremely knowledgeableregarding the subject matter, and when learning taskinvolved refining problem-solving skills. For example,an open discussion might be used to help studentsidentify strategies for handling some difficult in doingtasks. Open discussions require highly developedmoderating ability, since unanticipated concern mayarise and the facilitator must know how to intervenewithout unduly influencing group behavior.c. Brainstorming: Brainstorming is a group activity thathelps develop problem-solving skills and emphasizescreativity. This exercise requires that studentsspontaneously present ideas on a given topic.Typically, the teacher does not participate in thisactivity, except to observe, serve as the recorder, orhelp the group discuss the ideas presented in amethodical fashion. The teacher avoids giving his orher opinion on the ideas presented or otherwiseinfluencing the outcomes of group discussion. Theabsence of structure encourages freedom ofexpression which can result in the development ofcreative approaches to solving difficult problems. Forexample, brainstorming activities can be used todevise alternative ways to handle difficult or crucialsubjects. Brainstorming exercise is best suited forsmall numbers of students who have considerableknowledge regarding the topic under discussion.d. Self-tests: Self-test are brief, written exercises,usually consisting of true-false, multiple choice, or fillin-the blank questions, which students answer duringthe lesson. The student evaluate themselves, and theteacher can moderate a group discussion after theself-test to enable the students to ask questions selftest promote information retention, reinforcelearning, and provide feedback to both the studentsand the teacher on the amount of learning which hasoccurred. Self-test are most useful when the contentbeing conveyed is knowledge-based skill and attitudeoriented learning does not readily accommodate selftest, unless the teacher seeks to students’120Vol.1.Issue.3.,2013understanding of concept which must be appliedwhen demonstrating the skill or attitude.e. Case Studies: In case studies, students analyzewritten material, documenting a simulated real-lifesituation, generally selected from the subject matters.Using the case study information, students identifycourses of action which must be taken and makedecisions by applying their understanding of contentor processes learned during learning. Case studies maybe completed by members of the study group learningalone. But most often are performed as a small groupactivity with group members learning towardconsensus. Case studies also can be designed for oneon-one teaching. As in the open discussion method,the teacher assumes an active role only if groupactivity becomes unproductive. The teacher providesstudents with feedback when the entire case study hasbeen completed and presented to the teaching group.Case studies are useful when problem-solving skillmust be developed and refined, since this activitypromotes student involvement and permits theexchange of ides and problem-solving approaches.When student also are coworkers, case study exercisecan encourage team building and increase motivationto address problem situations, based on share goaland a common approach.F. Role Plays: Role plays are a dramatization of thecritical indicates method. In tradition or “fishbowl”role plays, two or three students apply new learningby applying role to simulated and event whichfrequently occurs on the study. The teacher andstudents then discuss the role play as a group. Roleplays can be used in one-on-one teaching, or withsmall group, two students can act assigned parts,while a third small serve as an observer. Sub groupmembers can exchange parts, until all participantshave had the opportunity to play the three roles. Therole play method offers a variety of advantages.Students are highly involved in the learning process.They receive almost immediate direct feedback fromthe teacher and the other students. Also, studentshave little or no time to analyze their behavior whilethe role play is in progress as they must focus onacting out their respective parts. As a result, situationsJ.NAGA MADHURI

Research Journal of English Language and Literature (RJELAL)A Peer Reviewed International Journal - http://www.rjelal.comcreated by the role players often are highly realisticsimulations of event which occurs at work. This closerelationship between the learning experience and thestudy enables newly learned knowledge, skills, orattitudes to be transferred readily to the actuallearning. There are several disadvantages totraditional role plays. First, the number of student islimited. Second, this activity can be time consumingbecause realistic and purposeful roles must beprepared carefully. Third, role plays demand highlydeveloped facilitation skills. Both students andteachers may be reluctant to participle in role plays.Common reasons include: Poorly designed roles,which cause confusion or awkwardness for both thestudents and the teacher Insufficient time and effortspent preparing students for the exercise to ensurethat they:- Understand the relationship between the role playexercise and the teaching objectives.- Understand the roles they are to play- Are not unduly anxious about making a mistakeStudents’ fear of facing difficult moments withoutteacher supportThe teacher fear of being unable to cape effectivelywith the unpredictable and sensitive situations whichmay arise. The risk that is in students’ programknowledge, and functional levels, will be identified inan embarrassing way.g. Tag team role plays: The tag team role play is a roleplay variation. Here, many students take turns playingthe roles acted by only two or three in the traditionalrole play. This learning activity is particularlyappropriate for large groups, in which conventionalrole play exercise would be impractical. The tag teammodel offers three main advantages. First, far morestudents can become activity participants than isfeasible in the traditional role play. The teacher canobserve and support all role players effectively sinceno more than two or three participants are roleplaying at the same time, second, the broaderinvolvement can encourage participation byindividuals who might be apprehensive in traditionalrole play format, in which the attention of the entireteaching audience in focused on two or threeindividuals.121Vol.1.Issue.3.,2013C. The kinds of Audio Visual Aidsa. FilmsFilms also can supplement traditional andparticipatory lecture and structured discussion. Thebasic equipment, consisting of a projector, take-upreel, and screen, is not hard to operate, and can bepurchased or rented at moderate cost. Films arereadily accessible in that they can be bought, rented,or borrowed from libraries, schools, other publicagencies, or private institutions.b. Video Compact DiscVideo compact disc can be used in the same manneras film. It allows flexibility in terms of stop and start,replaying portions, and even slow motion playback. Itis useful to present a specific personality or authority,which cannot be present at the training; to illustrateskills that would be difficult to reproduce live; and toestablish a situation or indicate to which participantscan respond. Unlike an event recorded on film,videotape can be played back immediately foranalysis, which makes it extremely effective forteaching such as training and interviewing skills. Videocompact disc has the advantages of being portable,inexpensive, and visible in a lighted room. Recordingand playback equipment can be expensive, but isbecoming more affordable. Producing professionalquality tapes is expensive but unnecessary for mosttraining situations. If the audience is large, usemultiple monitors. A rule-of-thumb is one diagonalinch of monitor for each viewer.A. Advantages of Video Compact Disc Portable Noneed to darken room Bring outside expert to thetraining room on film Instant playback Easystop/start/replay for stop action use Inexpensive ifequipment is availableB. Disadvantages Equipment is expensive and notalways readily available Tapes and players are notalways compact able with each other Expensive toproduce too small for large groupsInternet:a. Advantage:Student or teacher can browse online for the matter,includes power point presentation and teach soeffectively. Unlimited abundant matter availability, wespeak of eco friendly nature by saving the paper.J.NAGA MADHURI

Research Journal of English Language and Literature (RJELAL)A Peer Reviewed International Journal - http://www.rjelal.comb. Disadvantages: One should be alert that allmachines are well connected and intact with eachother and there is no loss of power supply.CONCLUSIONThe teaching- Learning English speaking process couldonly succeed by having good learning facilities, such ascompetent teachers, various kinds of English book andteaching use aids or media. In teaching LearningEnglish speaking process, the awakening of certainresponse of the students is very important factor,because it given direction to them in learning EnglishspeakingBibliographyBrawn, H Douglas. “Teaching by principles aninteractive Approach toLanguage Pedagogy.” 2001. Addision Wesley LongmanInc. New YorkSeel. M. Norbert. “Understanding Learn Models forLearning and Instruction”. 2008. Acid-freepaper. New YorkHughe, Rebecca. “Teaching and ResearchingSpeaking”. 2002. Pearson Education.122J.NAGA MADHURIVol.1.Issue.3.,2013

Classification of Audio Visual Equipments: This classification is concerned with instructional materials and equipment for the classroom, generally classified either as listening (audio) or as viewing (visual) appr

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