This document discusses the use of audio-visual aids in teaching English as a second language. It begins by outlining the history of audio-visual aids from the middle ages to modern times. It then provides definitions of audio-visual aids from several scholars as any device that can make learning more concrete, realistic and dynamic. The theoretical background section explains how audio-visual aids were used in different teaching methods like the oral-situational approach. The importance of using audio-visual aids is that they help avoid meaningless verbalization, provide direct experiences for students, and make teaching more effective. Finally, it explains that audio-visual aids help create a natural language environment, make learning easier, and save time by explaining ideas precisely.

1. THE USE OF AUDIO-VISUAL AIDS
In Teaching English as Second Language
EDMAR C. TIGULO
MAEd-English1

2. Outline:
 History, Definition, and Theoretical
Background of Audio-Visual Aids
 Importance of Using Audio- Visual Aids
 Why use Audio-Visual Aids in teaching
the language?

3. HISTORY:
 During the middle age,
Pierre Abelard
presented a new
method of choosing and
introducing educational
materials.

4. HISTORY:
 Then, John Amos Comenius
(1592-1670) wrote his book
“OrbisSensiliumPictus (the
world of sense objects) which
contains approximately 150
educational pictures;
moreover, he emphasised the
usefulness of textbooks for
children’s education.

5. HISTORY:
In the beginning of 19th
century, textbooks,
photographs,
blackboards have been
invented for the first
time, and this
movement was called
Visual Instruction.

6. HISTORY:
By 1920, visual aids were
widely progressed, then,
audio visual media were
produced. Few years
later, in 1926,
educational films as well
as instructional
televisions were used as
teaching media.

7. HISTORY:
Eric Ashby marked all these changes and
summarizes them under four main
revolutions in education:
1) Education from home to school
2) Written word as a tool of education
3) Invention of printing and use of books
4) Use of electronic media i.e. Radio, T.V,
tape reorder and computer

8. HISTORY:
 Years later, starting from
the twentieth century till
today, more developed
technologies were invented.
This period is called “The
Digital Age” in which the
use of computers,
OHProjectors, videos, and
internet has been strongly
marked.

9. DEFINITION:
According to Kinder S.
James: “Audio visual
aids are any device which
can be used to make the
learning experience
more concrete, more
realistic and more
dynamic”

10. DEFINITION:
According to Burton:
“Audio visual aids are
those sensory objects
or images which
initiate or stimulate
and reinforce
learning”

11. DEFINITION:
According to Edgar Dale:
“Audio visual aids are
those devices by the use
of which communication
of ideas between persons
and groups in various
teaching and training
situations is helped.
These are also termed as
multi sensory materials”

12. DEFINITION:
Audio-visual aids includes, but they are
not limited to, those auditory and visual
materials used by teachers in order to
facilitate the task of teaching/learning
and create a more relaxed atmosphere in
the classroom.

13. THEORETICAL BACKGROUND:
The Oral-Situational Approach,
dominating in Britain in the middle of the
last century, insisted on learning
language situationally. Concrete objects,
pictures, realia, charts and flashcards
were widely used in the classroom to
promote real life contexts.

14. THEORETICAL BACKGROUND:
In the Silent Way Method, the teacher
made use of several visual aids: colored
wooden rods, set of wall charts
containing useful vocabulary, color coded
phonetic charts, tapes or discs, film
drawings and pictures, worksheets and
transparencies.

15. THEORETICAL BACKGROUND:
In the Total Physical Response, it
involved a lot of physical manipulation
and action in order to imitate the way 1L
is acquired. Teacher’s words followed by
actions served as visual aid, as well as
large pictures.

16. IMPORTANCE OF USING AUDIO-VISUAL AIDS:
F.W. Noel is right when he says, “Good
instruction is the foundation of any
educational programme. Audio-visual
training aids are a component part of
that foundation.” Hence an English
teacher should know about the various
audiovisual aids he can use successfully in
teaching English.

17. IMPORTANCE OF USING AUDIO-VISUAL AIDS:
The main purposes of teaching through
audio-visual aids are:
• They help to avoid excessive, empty and
meaningless verbalization in teaching
English.
• They provide direct sense experience to
students.

18. IMPORTANCE OF USING AUDIO-VISUAL AIDS:
The main purposes of teaching through
audio-visual aids are:
• They help students to form clear and
accurate concepts in English.
• They make teaching and learning
effective.

19. IMPORTANCE OF USING AUDIO-VISUAL AIDS:
• They provide variety to teaching.
• They provide interest and inspiration.
• They create language atmosphere.
• They reduce teachers talking.
• They clarify the subject-matter.
• They save time and energy.

20. WHY USE AUDIO-VISUAL AIDS IN TEACHING
THE LANGUAGE?
Rathenberg and Mielck looked at language
as an instrument which people use in order
to communicate, and they consider also
teaching materials as instruments that
teachers use to communicate with learners
“A teaching aid always serves to exchange
information between teacher and
students”

21. WHY USE AUDIO-VISUAL AIDS IN TEACHING
THE LANGUAGE?
A good English teaching is possible only in
a natural English environment. Audio-
Visual aids help in creating that type of
environment
English is a difficult language. Audio-
Visual Aids make learning English easy.

22. WHY USE AUDIO-VISUAL AIDS IN TEACHING
THE LANGUAGE?
They are time saving because they
explain the idea easily and precisely.
By their use the burden of teacher is
reduced.
The teacher can improve his own English
by aural aids.

23. THANK YOU!

24. REFERENCES
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Innovative Research in Science, Engineering and Technology. Retrieved from
https://www.ijirset.com/upload/august/56_PAPER-%201.pdf
Farooq, Umar (2014). Importance of audio visual in teaching and learning process. Retrieved from
http://www.studylecturenotes.com/curriculum-instructions/importance-of-audio-visual-aids-in-
teaching-and-learning-process
Ramírez García María (2012). Usage of Multimedia Visual Aids in the English Language Classroom:
A Case Study at Margarita Salas Secondary School (Majadahonda). Retrived from
https://www.ucm.es/data/cont/docs/119-2015-03-17-11.MariaRamirezGarcia2013.pdf
Sola, Alia Ben (n. d. ) The Influence of Using Audio-Visual Aids in Teaching English Vocabulary A
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Republic of Algeria : Mohamed Khider University of Biskra. Retrieved from http://dspace.univ-
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