Application of Audio Visual Aid in Teaching English Language in Secondary School
CHAPTER ONE
OBJECTIVE OF THE STUDY
The objectives of the study are;
- To ascertain the use of teaching aids have effects on the teaching of English language
- To ascertain whether the use of audio – visual aids enable the students to gain proficiency in English language
- To ascertain whether the use of teaching aids reduced the complex nature of teaching English language
- To ascertain whether the audio and visual qualities of television help students to learn effectively and to recall lessons in English language
- To ascertain whether use of audio – visual aids important in the teaching of English language.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
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 and so on (Freeman, 2000, p. 121).
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 (Freeman, 2000, pp-23-28).
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought application of audio visual aid in teaching English language in secondary school
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information application of audio visual aid in teaching English language in secondary school. 200 staff of selected secondary schools in Eze North Local government of Enugu state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was on application of audio visual aid in teaching English language in secondary school. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of application of audio visual aid in teaching English language in secondary school
Summary
This study was on application of audio visual aid in teaching English language in secondary school. Five objectives were raised which included: To ascertain the use of teaching aids have effects on the teaching of English language, to ascertain whether the use of audio – visual aids enable the students to gain proficiency in English language, to ascertain whether the use of teaching aids reduced the complex nature of teaching English language, to ascertain whether the audio and visual qualities of television help students to learn effectively and to recall lessons in English language, to ascertain whether use of audio – visual aids important in the teaching of English language. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary school Eze North local government of Enugu state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals administration, senior staff and junior staff was used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
According to the concern of the teachers and the students, the use of the audio-visual aids provides the learners opportunity to have background knowledge of any topic which is necessary for the learners. Also use of audio-visual aids gives the learners extended language exposure to the learners giving them better idea of the target language culture. The study of Cakir (2006) supports this result as he mentioned, “Moreover, the students have a general idea of the culture of the target language. It may be enjoyable for the learners to have something different for language learning apart from the course books and cassettes for listening” (pp. 69). The results also indicate that music can be useful additional audio-visual materials for teaching language. It is a powerful stimulus for the engagement of the learners in the task as it directly touches their emotion. Since most of the learners have fascination for music, teachers can use different English songs to teach listening skills. Teachers can also design listening activity using songs to test learners’ listening skill. The data shows that one of the very useful visual aids for the language teachers is PowerPoint presentation. Using PowerPoint slides, teachers can visualize their lecture which make the class live. Learners can take notes taking help from the slides if they miss any part of the lecture. Besides, it helps the teachers to draw the attention of the learners. The teachers can use this effective tool for language teaching in diverse ways. They can use the slides for preparing the lecture, showing pictures and other visuals to the learners and so on. As a result, it has become one of the essential tools for the teachers in the recent time. Mutar (2009) also found the similar results of the advantages of using PowerPoint slides in classroom to give lecture. He mentioned that the use of PowerPoint slides help the teacher to deliver their lectures in dynamic ways which becomes interesting to the learners (p. 3)
Recommendation
- Curriculum planners should encourage the use of audio-visual materials by inculcating them in the educational syllabus of all levels of education.
- That states school management boards should pave way for efficient funding for libraries and audio-visual resources in school.
- Students and teachers alike should get involved in their various roles in the improvisation and utilization of audio-visual resources when necessary.
REFERENCES
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