Of L. N. Gumilyov Eurasian National University педагогика. Психология. ӘЛеуметтану
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| Conclusion
Analyzing the problem of using audiovisual tools in the study of foreign languages, it is easy to notice that when considering the organization of training, due attention is not paid to the individual mental properties of a particular student, which ultimately determine both the effectiveness of learning educational information communicated using audiovisual tools, and the quality of language skills and speech skills. The uses of audiovisual technologies help to organize the activities of students so that their attention was steady and focused. The value of sensory-visual presentation of the material is that it mobilizes the mental activity of students: it causes interest in foreign language classes, reduces fatigue. Memory characteristics are also important in teaching a foreign language. The development of all types of memory is associated with the use of clarity in learning. Visibility provides the correct understanding of the material and serves as a support in its understanding by ear and creates conditions for its practical application. Drawings, photos, diagrams, tables, pictures are the appearance of clarity. There is also an internal visibility, which follows from the specific context, the immediate linguistic environment. Visibility is the manifestation of mental images of these objects depicted in photographs, drawings, etc. when they talk about visibility; they mean the images of these objects. Vivid visibility creates an idea of living images, causes appropriate associations, as the perception of clarity has an emotional impact on the student. There is auditory, visual and object visibility. The use of subject visualization contributes to the development of thinking in a foreign language. We noted that the audio-visual materials motivate the learners and help them to lower their anxiety levels. These make the classroom more interactive and live as it brings the real world in the classroom. These work as hints to the learners about the topics and give them ideas for discussions which ultimately make them ready for speaking. Learners can know the correct pronunciation uttered by the native speakers from audio clips along with the expressions and different styles of speaking. Also, it has been found that teachers can design different language activities based on the audiovisual materials. They can design some pre-task questions like inferring, guessing, naming the lesson. Also, learners can take notes while listening to audio clips or watching videos. Moreover, after listening to the tracks or watching the videos, teachers can engage the learners in different post-listening activities like, question- answering, group discussions, individual speaking, reflection writing, and summarizing. жүктеу/скачать 3,76 Mb. Достарыңызбен бөлісу:
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