Audiovisual aids

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Introduction

This paper is dedicated to the theme “The role of audio visual aids in teaching English. In the modern era of language teaching, different innovations are brought in the field of ELT to come out from the traditional teaching approaches.

The aim of this term paper is defining the role of audio visual aids in teaching English.

The object of the term paper is finding the benefits of teaching aids in providing direct experience to the students.

The objectives of the research work puts forward the following tasks to fulfill:

ь To define the importance of using audio-visual aids in teaching;

ь To analyze theoretical and methodological aspects of using audio-visual aids in language teaching;

ь To investigate role audio visual media in the learning process of English language.

The use of audio is well established in education and has been used for decades. From the humble audio cassettes of the 1970s, to accompanying nearly all video recordings, audio has a long history as a teaching and learning aid. Audio as a format has great breadth and depth which means there is great potential for its use in education.

The widespread popularity of audio is due, in the main, to its ubiquity in our culture and ease of use both from a listener's perspective and more recently in the creation of audio. The use of audio is well established in education and has been used for decades. From the humble audio cassettes of the 1970s, to accompanying nearly all video recordings, audio has a long history as a teaching and learning aid.

In this term paper the following methods of investigation are used:

Researching method is used in defining the importance of using audio-visual aids in teaching.



1. Benefits of using visual aids in teaching

As we all know that today's age is the age of science and technology. The teaching learning programs have also been affected by it. The process of teaching - learning depends upon the different type of equipment available in the classroom. Video also plays an important role in the development of creative skills of the trainees or unprepared dialogic monologue. The impetus for this job are active viewing videos focused primarily on the development of skills of perception and listening comprehension. The training exercises are used dialogic speech aimed at Restoration of dialogue presented in a video scene, based on individual replicas obtained by each student;

- Restore missed replica of one of the characters ;

- The correlation of each of 8-10 replicas obtained trained before viewing, with a certain character;

Exercises designed to teach monologues include:

- Drawing up a story about what has happened to a certain point into a video, which is interrupted by " freeze-frame "; assumption that what happens next ;

- Reinstatement of the movie plot (beginning, end, or the culminating event in the middle of the episode );

Need of Teaching Aids:

1) Every individual has the tendency to forget. Proper use of teaching aids helps to retain more concept permanently.

2) Students can learn better when they are motivated properly through different teaching aids.

3) Teaching aids develop the proper image when the students see, hear taste and smell properly.

4) Teaching aids provide complete example for conceptual thinking.

5) The teaching aids create the environment of interest for the students.

6) Teaching aids helps to increase the vocabulary of the students.

7) Teaching aids helps the teacher to get sometime and make learning permanent.

8) Teaching aids provide direct experience to the students.

1.1 The importance of audio visual materials in teaching and learning

Teaching can simply be defined as an act of impacting knowledge in a group. But learning is a complex process, and can also be describe as a change in attitude, thinking or relatively permanent change in behavior overtime.

The use of audio visual materials as teaching aids has increased in recent years; thanks to technological advancement. Today's technology offers many choices to teachers, lecturers and curriculum developers who wish to capitalize on the new generation's appetite for multimedia presentations. According to studies and research, some teachers claim that whenever they teach with some learning aids, their students get more stimulated because the learning aids help students to become more attentive. In addition, student's positive attitude generates more interest for the lessons they teach, and as a result students participate better in the class.

Below are some of the importance of audio visual materials in teaching and learning:

1) Audio visual material arouses learner's interest. Students get anxious and develop a learning habit when the teaching method or medium appear real to them and are not abstract. The material helps the teacher or the instructor to present his/her lessons clearly and effectively and this in turn catches the attention of the pupils.

2) Instructional materials are important because with them learners have a clear view of what is being taught.

3) Audio visual materials guide learners / students to learn well and it reduces the stress involved in the process of teaching and learning.

4) Audio visual aids in the classroom enhance teaching methods and improve student's comprehension.

5)Teaching materials help to get the attention of the students, makes the class more realistic and it gives a viewpoint or key point on the topic

6) Instructional materials give proficiency to teachers and also help students to get the true picture of what is being taught.

In conclusion, people learn in different ways. Some people are good in retaining information passed to them orally, while some others are extraordinarily good in retaining information through what they read and others through pictures and some other means. But generally, findings and statistics have shown that the best means of facilitating or enhancing good teaching and learning is through the use of instructional materials which encompass audio visual materials like radio, charts and projectors of various kinds.

1.2 Types of Teaching Aids

Teaching aid refers to the teaching tools used in the process of teaching. Audio-Visual teaching aids can be categorised into three kinds viz. Audio-aids, Visual aids, and Audio-Visual aids.

A) AUDIO-AIDS: The first category of aids is Audio-Aids. Audio-aids help in developing the listening skill of an educand. Audio-aids are those aids which can be only listened. Examples, of such types of aids include, radio, gramophone, tape recorder, audio-tapes, walkman, and headphones etc.

(I) TAPE RECORDER:

A tape recorder consists mainly of three parts-the microphone, the amplifier and the receiver. The talks of eminent personalities, educationists, academicians and scientists can be recorded and reproduced in the classroom through this teaching aid. The important merit of this audio-teaching aid is that the speech of a person can be recorded at any time and it can be used for a number of times at will, again and again.

(II) RADIO:

Radio programs can be categorised into two types. One type of radio programme is called education radio-broadcasts, which provides opportunity to the teachers and students to listen to the programme and take notes on them. The teachers should discuss the programme, the main points of the radio lesson, the lecture, the dialogue and the characters, etc., with the students to supplement, evaluate and consolidate their learning.

The other type of radio programmes are those where a general discussion or information on social issues, health and diseases, culture and life, about the events happening around the world etc. are broadcasted. As a follow-up activity, these programmes also supplement the presentation of a teacher in the classroom, whenever they are deemed fit for the discourse.

(III)AUDIO-CASSETTES: Audio-cassettes can be used for recitations of nursery rhymes, poems and stories, etc.

(B) VISUAL-AIDS: The second category of aids is Visual-Aids. Aids which require the involvement of learners' visual senses are called visual aids. Examples, of such types of aids include viz. graphic aids, 3d-aids, display boards, and print material etc.

(C) AUDIO-VISUAL AIDS: The third category of aids is Audio-Visual aids. In these aids both the listening (ears) and viewing faculties (eyes) are involved. Such aids include television programmes, video films, motion pictures, synchronised audio-slide projectors, computers and computer-assisted instructions etc. Cartoon films are also a useful medium for developing, and chiselling the skills of the students.

(I) FILMS: Films represent an effective instructional device to cater to the students' attention and create interest and motivation among them towards effective learning. Educational films may be prepared on any content material or any aspect of knowledge, and behavior.

(II) TELEVISION: Television is a versatile medium of transmitting education through different programmes. It is an exciting means of communication. Useful instructional programmes are being telecasted regularly for the student community on television. A teacher should utilize the T.V. programmes and make them the basis for discussions on relevant occasions.

(III) VIDEO: Video is a viableaid towards effective learning and teaching. Teaching with the help of video is called video-aided instruction. In video-aided instruction, learners' comprehension is generally tested through a questionnaire and video is clearly an instructional medium that generates a much greater amount of interest and enjoyment than the more traditional printed material.

(IV) CDs: Nowadays, educational video-cassettes are easily available in the market. Educational CDs can be prepared on any aspect of the subject-matter and curriculum.

Thus, these aids help the students in multifarious ways, satisfying their needs and avoiding monotony. The more interested and engaged the students are, the more interactive each learning session will be.

1.3 Theoretical and methodological aspects of using audio-visual aids in language teaching

Different language teaching-learning theories and methods support the concept of using additional audio-visual aids in language teaching. In those theories the details guidelines of using audio-visual aids in language teaching and their relation with the development of language skills are discussed.

Audio-visual aids in CLT

Communicative Language Teaching (CLT) is one of the popular language teaching approaches in the recent time. It was introduced in the early 1980s which aimed the practical use of language in everyday communication. In this approach, the use of authentic materials is highly emphasized. Teachers are encouraged to use different audio-visual aids in a CLT classroom. As the materials are mostly authentic, there are wide ranges of use of the pictures and videos in the classroom to make the class interesting and authentic. Usually, the class activities are based on the activities that are related to real communication. As a result, the learners are shown different visual aids like map for giving direction, picture for describing any place or person

Use of visual aids in the Direct Method

The Direct Method is one of the language teaching methods which emphasizes on the complete use of the target language. In this method, teachers do not use any L1 in the classroom. The instruction and other activities are given using the target language. Even though any student cannot understand anything, teachers do not use L1; rather they demonstrate and show something to make them understand. As a result, teachers use different visual aids like picture and posters in the classroom. For example, if teachers want to teach how to give direction to the students, they can use a map to make their work easier. As they cannot use the L1 to explain something, using visual aids is the best option for them. Also, it helps the learners to have clear idea about the subject matter through those visual materials.

The Silent way and use of visual aids

In the Early 1970s a new language teaching method emerged named `The Silent Way' based on the Cognitive Approach. The Principles of this method was that, learning is facilitated if the learner discovers or creates rather than remembers and repeats what is to be learned, learning is facilitated by accompanying physical objects and problem solving involving the materials to be learned. In this method, there is use of visual aids to facilitate the teaching. Teachers use sound color chart and color rod to teach the target language. Here every color represents a sound. Teacher points a color in the color chart and the students utter the sound that is represented by the color itself. Thus the visual aids are incorporated with the method in teaching sounds.

Use of audio-visual aids in EFL classroom

Although, the use of audio-visual aids in language teaching has become a common trend of the ELT practitioner, there is not sufficient study on this issue, especially in the Bangladeshi context. However, any study on this subject can be a good source of secondary data for this study. Mathew & Alidmat (2013) conducted a study on the usefulness of audio-visual aids in ELT in Saudi Arabia context. According to the authors, “Teaching and learning becomes monotonous when the language teachers are compelled to rely on the text books as the only source of language input” (p.88). In their study, they explored how the use of audio visual aids helps the language teacher in EFL classroom at undergraduate level. They found that the result of their study indicates that using audio-visual aids in language teaching is helpful for both the teachers and the students. Both the parties claimed that it makes the class interesting and effective.

Use of technology in language teaching

Science has contributed a lot in the field of technology which has made our life easier andcomfortable. In every sphere of life, the dramatic revolution of technologies has been influential. The field of education and training is not out of this. Now-a-days, teachers are using differenttechnologies in their classes to make it different and effective from the traditional ones. Therecent emergence of Computer Assisted Language Learning (CALL) in the field of ELT has spread the use of technologies in language teaching. Now teachers of ELT are well aware of the trend of incorporating ICT in language teaching in diverse ways. Due to the availability of computers and multimedia projectors, it has become easier for the language teachers to bring innovation in language teaching. Moreover, distant learning and E-learning have become popular in the recent time due to the effective use of technology in language teaching. As a result, different online courses are conducted by different ELT organizations. Learners can attend different virtual courses using technologies. Even, BBC is providing opportunities for the mobile phone users to learn English in Bangladesh. As a result, the scope of language learning has reached to the remote places of the country.

PowerPoint as a visual material

In the modern teaching system, another essential aid for the teachers is PowerPoint slides. PowerPoint slides have become popular among the teachers from all the disciplines. This tool has made teaching more dynamic with attractive presentations and audio-visualized equipment. Ozaslan & Maden (2013) conducted a relevant study where they found that students learn better if materials are presented through some visual tools. Teachers also believed that PowerPoint makes the content more appealing which draw the attention of the students easily

On the other hand, some people think that PowerPoint slides are not always helpful for teaching. It may draw a border between the presenter and the audience as the presenter concentrates more on the slides than the audiences. According to Norvig (2003), “PowerPoint makes it harder to have an open exchange between presenter and audience, to convey ideas that do not neatly fit into outline format” (as cited in Craig & Amernic, 2006. p. 157). However, Corbeil (2007) in his study found that students like PowerPoint for their brightness, liveliness, clarity and interactivity.

It helps the learners to understand better as they can see the visual with examples.



2. Role audiovisual media in the learning process of English language

audiovisual english language learning

Language is an important means of communication, which is essential to the existence and development of human society. In today's world only knowledge of the native language is not enough, so more and more attention paid to the study of foreign languages in school. Foreign language - a compulsory subject of the curriculum, he studied for many years, requires special techniques and teaching skill of the teacher, but the mastery of the language it is of great difficulty. Requires a lot of effort from the student, but most of the assigned role of the teacher. In order to form a stable positive motivation of students in respect of a foreign language in order to achieve the most optimal level of Learning teacher should use non-standard forms of work involve learning new techniques and methods of teaching foreign languages, access new training facilities.

Foreign language increases humanitarian education students, promotes the formation of personality and social adaptation to the ever-changing multicultural, polylingual world. In today's world, knowledge of foreign languages is a necessity most popular English language, as it has the status of an international language. Based on the requirements of modern education and the need to implement social order upbringing competent personality, every teacher has to solve many problems to find modern ways of learning, making it fun and relevant standards.

Despite some progress (using the Internet, various programs, etc.), one of the difficulties of learning a foreign language is very limited ability to communicate with native speakers and use of spoken language skills outside of school. Therefore, an important task of the teacher is to create a real and imaginary situations to communicate in foreign language lesson using different methods of working. No less important is also considered familiarizing students to the cultural values of the people who are native speakers. For these purposes, are important authentic materials - various movies and videos. Their use contributes to the essential requirements of the communicative method - to present the process of language acquisition as a living comprehension of foreign language culture; customize training and development and motivation of learners speech activity

Modern teacher the opportunity to use a vast range of technical training facilities, among which the most common and affordable, as well as a universal vision, allowing the use of both listening and video support educational material. It may be noted that the introduction of the video in the learning process changes the nature of the traditional lesson, making it more lively and interesting. Also the use of video in the classroom enhances the overall outlook of students and enrich their language and regional studies the stock of knowledge.

It should be noted that the video - it is not only one source. Using video promotes various parties mental activity of students, and above all, attention and memory. While viewing occurs in the classroom atmosphere joint cognitive activity. In these circumstances, even inattentive pupil becomes attentive, because to understand the content of the film students need to make some effort. So involuntary attention becomes arbitrary, and the intensity of attention affects the process of remembering. The use of different information channels ( auditory and visual channels, motor perception) has a positive effect on the strength of capturing cross-cultural and linguistic material.

Thus, the psychological characteristics of the impact of training videos for the students ( the ability to control attention each student group and the audience affect the amount of long-term memory and increase the strength of memory, have an emotional impact on students' motivation and improve learning ) contribute to the intensification of the educational process and create favorable conditions for the formation communicative ( linguistic and socio-cultural ) competence of schoolchildren

Video has quite a strong emotional impact on students, affects the formation of personal relationships to what they see. Another advantage is the immediacy of video images of reality, leading a special way of communicating with the audience (if this telecast or television show), the use of close-up, unobtrusive presentation of information, colorful, the presence of background music. In contact with what is happening on the screen, the conditions most close to natural (natural language environment - a set of speech and non-speech conditions, which reflect the life, history, culture and traditions of native speakers in the facts of the language)

Unlike audio or printed text, which can be highly informative, educational, training and developmental value, videotext has the advantage that it combines different aspects of the act of verbal interaction. In addition to the substantive aspect of communication, videotext contains visual information about the location of the event, appearance and non-verbal behavior of the participants to communicate in a particular situation, often due to the specifics of age, gender, and psychological characteristics of the person speaking

Using video in the classroom helps to solve the following tasks:

* Increased motivation training

* Intensification of training

* Activation of learners

* Independent work of students

* Improving the quality of students' knowledge.

There are plenty of videos that can be used for English classes. This can be commercials or interviews with famous people, cartoons or story of the world's blockbuster, fragments of news and television. In the scientific and methodological literature strict classification of video does not exist. Based on the technical side, it is possible to distinguish between the video recording, ie materials recorded on the information storage medium and those directly broadcasted. Thanks to modern technology and the internet, almost any information can be found in the global network and written to the media.

Based on the method of presentation, all audiovisual materials can be divided into slide shows and videos.

Filmstrip (from the Greek. Dyb - prefix here means "the transition from beginning to end ", and English. Film - a photo or film) - positive (slide) film (at least - a few films), the frames which are thematically linked to each other and are consistent graphic. Filmstrips are divided into training, visual aids employees in the school, lecture and outreach, and art with a set of illustrations and short text of art (most often fairy tale). To filmstrip with a modern twist can be attributed slideshows that are widely used in the learning process and how visual material submitted teacher and project-based learning, both independently created pupil slideshow.

Recently, the most widely used steel movies in teaching foreign languages.

Video (English film - film), a motion picture - a single work of cinema. In technological terms, usually, the film - a collection of photographic images (frames), linked by a single plot. Movies are created by recording images of the world with the help of cameras, or are made from individual images using animation or special effects.

With video, you can also improve the ability to read, mainly in the course of work on the short or full movie script. To this end, the student is offered the following list of tasks:

* read before watching the video resume on its content and then filling the gaps with missing words and phrases;

* read a brief summary of the content and finding fragments while watching the part that is incorrect, untrue;

* prior demonstration movie consistent reading parts of his script to extract basic information and training to the perception of the film ;

With the development of reading skills work as the movie comes to work on a complete and concise scenario:

* read before watching the movie resume content and then filling the gaps with missing words, phrases ;

* read a brief summary of the content and finding fragments while watching the part that is incorrect, untrue;

* previous demonstration movie consistent reading parts of his script to extract basic information and training to the perception of the film.

Videos can be a good incentive for both oral and written statements to. Given the genre - thematic characteristics of video trainees may be offered the following tasks:

* writing an imaginary biography of one of the characters in a video scene;

* presentation of a video scene in the form of a letter to a friend ;

* Preparation of sports -based browser view news release and fill in the table;

* Writing a short video advertising, the review of the feature film;

* writing a short story based on 10 phrases / words, the proposed teacher, in order to predict the plot into a video ;

Teaching of foreign languages in the world today has a communicative orientation, so the video is a unique tool for learning and speaking foreign language communication. Video allows you to teach foreign language communication, taking into account different socio-linguistic factors, represented using visual information and largely determine the nature of speech utterances communicants, namely their social status, the nature of the relationship, spatio-temporal conditions of communication, etc. To learn speaking you can apply the following exercises:

* view a movie without sound and answers to questions about where the sides, what is the relationship between them, differences in status ;

* view a movie without sound trainees and determining which of the two dialogues on the card (formal or informal ) fits him ;

2.1 Features work with videos in English language training

In today's world it is necessary to keep pace with the times. Therefore modern lesson should be progressive, interesting, informative and creative, and this requires creativity, the ability to use knowledge and TCO innovative technologies.

Interest and motivation to learn the language depends on quality technologies and techniques used by the teacher in the classroom. Highly creative undertaking various forms of development of education and training, in our opinion, is the use of video on the foreign language lessons. This way of organizing learning activities allows fascinating creative way to solve all problems efficiently implement lesson learning, communicative, cognitive activity.

For the teacher, the use of video opens a boundless field of activity for the organization of work on a wide variety of topics, at different levels of education, with children of different ages.

Phases of work with video and their tasks:

One of the main objectives of teaching English is to develop speaking skills, so the main goal in teaching English using videos is learning speech and writing. Slide any video Methodists split into stages.

At each stage there are a number of tasks, which is determined and efficiency of the entire process of audiovisual

I. Preddemonstratsionny stage

Stage objectives:

1. motivate students to customize their on the job, making active participants in the learning process;

2. remove the potential problem of perception of the text and to prepare for the successful execution of the job.

At this stage, the removal of language difficulties and difficulties understanding the content of the video. Perhaps the introduction of proper names, which may cause difficulty in watching a movie, an explanation of events or conditions in which the action takes place.

The teacher can convey the basic plot summary movie, focusing on the issues that will need to be open at poslesmotrovom stage.

Watching the video, you can complete a cycle of lessons on a topic or issue. Students are given the task in advance on a specific mother that logically prepares them for the video. Pre-reading of texts and discussion of problems on the same subject (native and foreign languages), also contribute to increased motivation in the form of view, provided that the video of vision opens up new perspectives of the topic, contains an element of novelty and unpredictability.

II. Demonstration phase

The objective of phase: The further development of language, speech or social competence of students with regard to their real capabilities of foreign language communication.

Demonstration of the movie should be accompanied by active learning activities spectators trainees. This step uses the job, in search, extraction, fixation, the transformation of a certain material of language: vocabulary, grammar, phonetics. In this case, the task is not so much the wording and contents of the exercise provides a certain degree of effectiveness and justification of the job. Learners can also make notes to the text of the film, which will be needed when performing tasks on posledemonstratsionnom stage.

III. Posledemonstratsionny stage

Objective step: use the original footage as the basis and support for the development of productive skills in spoken or written language.

At this stage efficiency is checked during a movie guidelines proposed for preddemonstratsionnom step perception of the film, and the film used in the speech and language resources. Observe the order of presentation of video and correct wording promote job efficiency video in learning English.

2.2 Audio visual aids in achieving the objectives of the lesson

It was a Business English class for the undergraduate students. The audio visual aids that were used in the class were related to the objectives of the lessons. For example, in one class, the topic of the lesson was `Telephone Skills' and the objectives were, the learners would be able to identify the obstacles of telephone conversation and they will be able to use appropriate phrases and expressions in telephone conversation. In that class, the teacher used an audio clip that was a telephone conversation between two native speakers. The difficulty level of the language in the audio clip was higher than the actual proficiency level of the learners. It was done intentionally to make sure that learners face difficulties to understand the conversation. Moreover, the sound was not clear and the speakers spoke very fast. As a result, the learners could not understand the clip well which eventually led the discussion about the obstacles of telephone conversation. So, the objective was fulfilled by the use of the audio-clip. Learners could know the difficulties of understanding telephone conversation.

Case Study. This was a foundation course of English for the undergraduate students. In this class, the teacher used a phonemic audio clip to teach pronunciation. The objective of the class was to teach them correct pronunciation of the English sounds and words. As the audio clip was designed by the native speakers, learners could learn the native pronunciations of the English sound and words.

Moreover, in one class, the lesson was all about genocide and the objective was that students would know the term `genocide' and different widely known genocides of the world through which they would develop their listening skill. In the beginning of the class, the teacher gave an introduction of the term `genocide' and then showed a short documentary clip on genocide to provide the students with the information in details. The objective of the class was achieved because from that documentary, students came to learn about the historical background of the genocide and the devastating effects of genocide on a nation along with the sufficient language input which assist the learners to improve their listening ability.

Audio-visual aids to facilitate discussion. To make a class interactive and lead a discussion, the audio-visual aids play important roles. In one of the language classes, the teacher used a puzzled picture which can be explained from different angles. The students were asked to explain the picture one by one. It was found that there was a huge debate among the students. There were agreements and disagreements among themselves. Through the discussion the class topic was introduced which was `argumentative speech'. Then the teacher discussed about the topic of the lesson. The use of the picture helped the learners to come up with ideas for the discussion. The teacher could directly introduce the topic but the use of the picture helped the teacher to elicit ideas from the students and lead them to the discussion. As a result, the students got ideas of the topic beforehand which also helped them speak thus developing their speaking skills. In another English language class of undergraduate program, the teacher used a motivational video in a speaking class. The video was about a man who does not have any legs and hands. Still he can play football and golf, play drums and can also swim. After showing the video, the teacher asked the students to share their reflection on it. One by one the students shared their feelings to the class and the inspirations they got from the video. Thus the class was full of discussions based on the video which provided the learners with the opportunity to speak to develop their speaking skill.



3. Types of other aids for teaching English language

A chalkboard or blackboard is a reusable writing surface on which text or drawings are made with chalk or other erasable markers. Blackboards were originally made of smooth, thin sheets of black or dark grey slate stone. Modern versions are often green or brown and are thus sometimes called a green board or brown board instead.

A blackboard can simply be a piece of board painted with matte dark paint (usually black or dark green). A more modern variation consists of a coiled sheet of plastic drawn across two parallel rollers, which can be scrolled to create additional writing space while saving what has been written. The highest grade chalkboards are made of a rougher version porcelain enameled steel (black, green, blue or sometimes other colours). Porcelain is very hard wearing and chalkboards made of porcelain usually last 10-20 years in intensive use.

Blackboards have disadvantages:

They produce a fair amount of dust, depending on the quality of chalk used.

Some people find this uncomfortable or may be allergic to it, and there has been speculation about links between chalk dust and respiratory problems.

The dust also precludes the use of chalk in areas shared with dust-sensitive equipment such as computers. However, these alternative methods of displaying information have drawbacks of their own.

The scratching of fingernails on a blackboard is a sound that is well-known for being extremely irritating.

Blackboards are also used in many establishments (typically public houses) as a form of advertising often for upcoming events and menus - as well as to keep the score in darts matches.

Flannel board. This teaching tool is called by different names:

Visual Board, Frick Board, Slap Board, Felt Board, Coherograph, Video graph

Flannelgraph is a storytelling system that uses a board covered with flannel fabric, usually resting on an easel. It is very similar to Fuzzy felt, although its primary use is as a storytelling medium, rather than as a toy

The principle involved is the inter1ooking of fibers of two rough or bairy surfaces, so that the pieces pressed on to a background which is hard and vertical will stay. It can be illustrated on a larger scale by pressing two tooth brushes or hair brushes together, so the bristle inter-1ook. In case of flannel graph similar principle of friction helps an object to cling to the surface of the board.

The flannel board is usually painted to depict a background scene appropriate to the story being told. Paper cutouts of characters and objects in the story are then placeon the board, and moved around, as the story unfolds. These cutouts are backed, either with flannel, or with some other substance that adheres lightly to the flannelbackground, such as coarse sandpaper.

Advantages

1) Permits numerous and varied arrangements of visua1 materials.

2) Permits the use of either chart or small pieces of material Materials can be packed and transported complete notes. 3) Permits the development of a complete story.

4) Promotes conscientious planning, which must precede the development of the material in the first place.

5) Challenges one to develop symbols to portray such things as abstractions.

6) Easier to construct materials for flannel board than to make slides or movies.

Disadvantages:

1) Transportation and storing of boards and materials is a problem. Suitable tables to support boards must be available.

2) Time and cost of making material for presentation present a problem.

3) Cost of boards themselves can't be overlooked.

4) Presentation is limited a new idea involves a lapse of time before the new material can be added

5) Might tend to deter one from using other more effective methods and techniques when it is evident that other methods might be more appropriate.

6) To tell a complete story it often takes either too much board space or smaller designs and materials some of which cannot be seen well.

Bulletin board. It is a soft board which will hold pins or tags almost suitable. Simple device placed either indoor or outdoor. Items generally displayed are photographs, publications, posters, news paper cut outs.

Advantages

Explains important eventsReports special activities

Disadvantages

Not effective for illiterate group.

Takes lot of preplanning and preparation

A bulletin board (pinboard, pin board or notice board in British English) is a place where people can leave public messages, for example, to advertise things to buy or sell, announce events or provide information. Dormitory corridors, well-trafficked hallways, lobbies, and freestanding kiosks often have cork boards attached to facilitate the posting of notices. At some universities, lampposts, bollards, trees, and walls often become impromptu postering sites in areas where official boards are sparse in number.

3.1 Relating the audio-visual materials with the lesson

In response to this question, one of the teachers stated that, Audio-visual aids are used relating with the content of the lesson. For example, if the topic of the lesson is environmental pollution, I can show a video on pollution. Then I can elicit ideas from the students about the lesson. This will help the learners to have some background knowledge about the topic which helps the teacher to teach them the content. Thus, the relation of the audio-visual aids and the content can be made.

Other teachers mentioned that usually audio visual aids are selected relating to the topic of the lesson. It helps the teacher to introduce a topic to the students in a best possible way as well as draw the attention of the lesson. They also mentioned that if a picture or a video is used before going to the content, it helps the teacher to contextualize the teaching. Three teachers agreed that in most cases, usage of audio-visual aids are followed by different activities. They claimed that no matter whether audio-visual aids are used in the beginning of the class or at the middle of any lesson; there is good connection between the activities and the audio-visual aids. After playing any video or audio, students are given some activities like self-reflection, group discussion, information gap activity etc. It becomes easier for the teachers to engage the learners in activities using audio-visual aids as they are more attentive to these. Thus, audio visuals get connected with the lessons of the class.

Teachers came with different factors while answering the questions. Most of them stated that they consider some key factors while selecting the audio-visual aids for their classes. First of all, they see whether the audio-visual materials are related to the topic of the lesson or not. Secondly, they evaluate the difficulty level of the language of the audio-visual aids. They only select the materials those match with the proficiency level of the learners. Besides, they consider cultural appropriacy before choosing any audio-visuals. The quality of the audios and videos are also considered. Another important factor that they consider is the information that the audio-visuals carry. Before using any audio-visuals teachers identify whether those are enough informative or not. Also they try to find out some interesting audio-visuals so that students like those and pay full attention. Thus, considering all the factors audio-visual aids are selected for teaching language.

In response to the question, teachers came up with different ideas. All the teachers agreed that every teacher should have contingency plan while using audio-visuals. Instead of using only pen drive, they can use CDs as well for preserving the files. Besides, before using the materials, sound system should be checked. And, teachers should watch the materials beforehand to have complete idea about the materials so that they can think about other alternatives if there are any problems. Following these ways, the possible problems can be easily dealt with.

All the students agreed that audio-visual aids help them to learn language in diversified ways. Students came with different ideas. They claimed that audio clip helps them to learn the correct pronunciation because the speakers of the conversations are mostly the native speakers. Besides, audio clips help them to know variety of accent of English language. Also, they can know different styles of speaking and the supporting non-verbal expressions watching the videos of English speakers. By listening to the conversations of the native speakers, they can improve their listening skills, which is not always possible by listening only to the class lectures. They also think that these types of audios and videos provide them extensive language exposure which is very important for learning the target language. Moreover, one of the participants mentioned that when the teachers use PowerPoint slides to teach some language features, it becomes easier for the students as they have the visuals in front of them. Hence, all the participants agreed that audio visual aids facilitate them in language learning.



Conclusion

Students will not only hear but also see and make a connection. They will remember what they have seen and recall is so important. Collectively, the audio visual learner will recall the words of songs? What implication is this for life? That learner will remember phone numbers, formulas, and recall names, with the latter being important in social and business situations. Since auditory learners are good listeners, they generally work well in groups, because they have the skill of explaining well to others. If that learning style is combined with visual characteristics, then one style is used in conjunction with the other. Mere visual learners often find it difficult to study; they may not understand what concepts are and have difficulty in processing information, therefore they must take notes. They have to copy, write, outline, write spelling words in the air, have flash cards to be drilled, and watch videos. It is important to understand how the visual learner learns in order to understand how the auditory/visual learner absorbs information. When the strategies above are used in conjunction with listening, recall is that much easier; in fact, rote learning and drilling doesn't help them understand the process in which they learn, but rather, the concept of using auditory skills aides in their understanding. It is fine to memorize the periodic table or multiplication tables when using auditory aides but the use of both styles enables the auditory/visual pupil to make sense of it all.

Audio visuals are useful for most students, regardless of their learning characteristics, when used together. Think of watching a movie and while remembering the lines might not be prevalent to a discussion afterwards, the concepts which the words were used as tools, would be highly effective and important. Merely using audio tools, while imagination is crucial, might change the author's purpose in one's eye and the viewer's perception, substantially. Interpretation, separate from mere opinion, would wane, when audio and visualization are coerced together. Transmitting and communicating information would have a very different outcome.

List of References

1. B.T.Bavantappas “Nursing Education”, first edition, 2003, Jaypee brothers' publication, New Delhi.

2. Francis M. Quinn's ”The principles and practice in nursing education”, third edition, 1997, Stanley thrones publications ltd., United Kingdom.

3. Loretta E. Heidgerken's” Teaching and Learning in Nursing Education” twelfth impression, 2003, Konark publishers ltd, Delhi.

4. KP,Neeraja's “Text book of Nursing Education” first edition,2003, Jaypee brothers medical publishers, Delhi,

5. Web site: Adrom audio visual aids.

6. WEB : Google search

7. Allen, Kate, & Marquez, A. (2011).Teaching vocabulary with visual aids. Journal of Kao Ying Industrial & Commercial Vocational High School, 1(9), 1-5.

8. The use of video as an audio-visual material in foreign language teaching in a classroom. The Turkish Online Journal of Educational Technology, 5(4), 67-72.

9. Effective use of instructional materials and technologies in teacher training: expectations and opinions of teacher candidates. International Online Journal of Educational Science, 3(2), 641-662.

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