INTRODUCTION
Rationale
Vietnam's recent participation in the World Trade Organization (WTO) has integrated the country into the global community, highlighting the challenges of globalization while preserving national identity English plays a crucial role in this process, facilitating economic engagement and enhancing the skills of the labor force Consequently, the emphasis on English language learning and teaching is increasing significantly.
Listening skills are crucial for language acquisition, yet research on listening instruction and strategies remains limited, particularly in the Vietnamese context This gap may explain why ESL/EFL learners often struggle with listening performance In a typical English course comprising 45 periods, students are required to develop four skills: listening, speaking, reading, and writing Understanding spoken language is essential for effective communication, making pre-listening activities vital These activities, which utilize visual aids like pictures, posters, maps, PowerPoint presentations, and videos, significantly enhance students' comprehension and analytical abilities.
With all above reasons, I would like to conduct the research entitled
“Activating EFL college students’ background knowledge by using visual aids in the pre-listening stage”
Aims of the study
-Find out factors visual aids affecting EFL students‟ pre-listening
- Investigate the effects of using the visual aids at pre-listening stage to activate English foreign Language of students
To enhance students' listening skills in English, teachers can implement various strategies that promote active engagement Encouraging learners to practice focused listening through interactive activities, such as group discussions and listening exercises, can significantly improve their comprehension Additionally, incorporating diverse audio materials and real-life scenarios will help students connect with the content more effectively Providing constructive feedback and fostering a supportive environment will further motivate learners to refine their listening abilities, ultimately leading to clearer and more effective communication.
The scope of the study
This article focuses on the pre-listening stage of English listening skills, specifically utilizing visual aids to enhance comprehension It does not aim to cover all types of listening or the comprehensive aspects of teaching and learning related to this skill Instead, it emphasizes the importance of a brief preparatory phase that can significantly improve the effectiveness of listening tasks.
To address the challenges in teaching English listening skills, the author will investigate the current state of English listening instruction using the First Choice Book at Ca Mau Technical Economic College The focus will be on identifying effective strategies to enhance student engagement in listening lessons and to support first-year students in improving their listening abilities.
The method of the study
To enhance student motivation during listening tasks, it is essential to incorporate visual aids in pre-listening activities Utilizing a variety of teaching methods, particularly the most effective ones, can significantly improve the learning process.
Searching, collecting, reading and reviewing books, materials related to listening, and languge learning used in listening
Employing survey questionnaire to get information about learning English listening and students' use visual aid to improve listening skill
Listing, analyzing and synthesizing the data collected, giving some application and suggestions to teachers and learners about teaching and learning listening.
The organization of the study
The thesis consists of 5 chapters
Chapter 1 presents the rationale, the aim, the scope, the methods, the organization, and the research questions
Chapter 2, Literature review presents theoretical background of the study including theory related to language learning listening Especially, a review of the theory related pre-listening
Chapter 3 presents the method employed to collect data and provides the description of the subjects of the study, the research instrument and data collection procedures
Chapter 4 presents the author‟s finding basing on results of the survey questionnaires, interviews, data analysis and provides some suggestions for teachers and students in using visuals aids in learning pre-listening stage
Chapter 5, Conclusion recommend some solutions to the current problems, some limitations and recommendations for further study
LITERATURE REVIEW
Definition of listening skill
Listening is a crucial language skill that encompasses various sub-skills, as highlighted by Ron Forseth and colleagues in their 1994 "Methodology Handbook for English Teachers in Vietnam." It involves more than just hearing; it requires the ability to decode sounds and comprehend the meanings they convey.
Listening is a complex psychological process that goes beyond merely hearing words; it involves understanding, selecting, and retaining information To enhance their comprehension and retention, students must focus on these essential aspects of effective listening.
Listening is an active skill, as highlighted by Littlewood (1981), who emphasizes that hearers must engage with both linguistic and non-linguistic knowledge to accurately reconstruct the speaker's intended message Effective understanding requires the listener to actively decode the message by utilizing various cues, demonstrating that comprehension goes beyond mere hearing.
Language skills are interconnected in usage, and listening goes beyond simply hearing words when learning English as a foreign language It has been defined in various ways, with linguist learners perceiving listening as a complex process that involves comprehension and interpretation.
- The first language skill It precedes speaking, reading, and writing and is used more than the other three together
- More than just hearing: Good listening involves an active conscious effort to understand, to evaluate and to appreciate what is heard
- A powerful communication tool that puts us closer to being in charge of our lives by enabling us to make decisions based on evaluated information, insight and understanding
- A vital mental capacity that involves both social and cognitive processes.
Importance of listening skill
When learning English or any second language, the primary skills are typically prioritized as listening, speaking, reading, and writing While this order does not diminish the importance of the other skills, it highlights that listening is the foundational skill that requires initial focus By honing listening abilities first, learners can enhance their motivation and effectiveness in developing the other language skills.
Listening is the most prevalent form of communication in everyday life, as individuals dedicate significant time to this activity Students absorb knowledge from teachers, children heed their parents, employees listen to their bosses, and adults stay informed through news broadcasts According to Morley (1991), we listen twice as much as we speak, four times more than we read, and five times more than we write This essential skill plays a crucial role in education and personal development, enabling individuals of all ages to acquire knowledge, understand the world, and form values and ideals.
Listening skills play a crucial role in second language acquisition, as they are interconnected with other language skills Developing strong listening abilities allows learners to grasp and master additional skills more efficiently The significance of listening in language learning cannot be overstated; without effective listening, the opportunity to learn new concepts is greatly diminished.
To effectively learn English as a foreign language, students must first enhance their listening skills, as these are crucial for developing speaking abilities Understanding spoken language is essential for successful conversations, whether in direct interactions or through media such as radio and recordings Mastering listening comprehension is vital for students' continued progress in their English studies.
Nguyen Kim Phuong emphasizes the significance of listening in language acquisition, stating that effective communication relies heavily on the ability to comprehend spoken language Without strong listening skills, speaking becomes challenging, highlighting the necessity of prioritizing listening instruction in language education.
Listening Types
There are two ways of listening in the real life They are casual listening and focused listening depending on the purpose of listening
Casual listening refers to the act of listening without a specific purpose, often leading to minimal attention to the information unless something piques our interest As a result, we tend to forget the content we hear This type of listening commonly occurs when we enjoy music or tune into news broadcasts on the radio or TV while engaging in activities like housework, completing homework, or chatting with friends.
Focused listening is a purposeful type of listening where individuals concentrate on gathering specific information needed for understanding This method is commonly used in everyday situations, requiring heightened attention to capture essential details rather than every word spoken Listeners approach focused listening with a clear intent, enabling them to filter and absorb the most relevant information, making it particularly effective in classroom settings where students engage in this practice to enhance their learning.
In everyday life, individuals encounter a variety of listening situations that require effective listening skills According to McDonough & Shaw (1993), these common scenarios highlight the importance of honing one's ability to listen actively and attentively.
- Listening to announcements in airports, stations as a passenger
- Listening to the radio news, weather forecast, and sport report, songs to get information or entertain
- Participating in a face to face conversation, discussing work as a partner
- Watching a film, a play or a TV program to entertain
- Participating in the meeting, seminar or discussion as a member of them
- Listening to a speech, a lecture or taking part in a lesson as a student
- Making arrangements or exchanging news over the phone as a listener
- Receiving instructions on how to do something or get somewhere
- Getting professional advice (from the doctor)
- Being tested orally in a subject of study
- Chatting at a party or other social gathering
Listening situations vary in input type, length, and topic, influencing our engagement and skills In passive scenarios like watching TV or listening to music, our focus differs from interactive contexts such as interviews or oral tests, where appropriate responses are crucial The purpose of listening dictates our attention levels and strategies employed Additionally, whether in face-to-face interactions or through mediums like radio, background noise can hinder our comprehension Visual cues often accompany auditory information, providing essential context beyond spoken words (McDonough & Shaw, 1993).
Sub- skills in listening
Listening comprehension is a complex and multifaceted process, with various theorists attempting to categorize the underlying sub-skills However, it is important to note that empirical evidence supporting these taxonomies is often insufficient While many components are undoubtedly vital for effective listening, there is no conclusive evidence that any of these taxonomies provide a comprehensive description of the listening process Nonetheless, they offer valuable insights into what experts consider essential for developing listening skills.
Listening is a language skill which involves a wide range of sub- skill Some of them are as follow:
1 Recognizing differences between phonological sounds
For examples, we must be able to notice a difference between/g/ and /k/ in the word 'pig' and 'pick
2 Comprehension of structures (parts of speech, sentence patterns ) e.g.: In the sentence, Would you please pick the phone up? the listener must notice that 'pick' is the verb and ‟phone' is a noun Besides, the listener must recognize from the word order and intonation pattern that the sentence is a question
3 Guessing at unknown words or recognizing words that arc unnecessary for understanding Guessing is done by noticing the context or looking at the grammar of the sentence.e.g.: In the sentence, "The police hit I he man with a billy club the listener can guess at the meaning of the word 'billy' or ignore it
4 Recognizing discourse markers and cohesive words which help hold the discourse together These discourse words include nouns which are later referred to by pronouns, articles, determiners, connectors like first, second, next, finally, therefore,e.g.: Last week my sister Jane sent me a letter She had good news A spaceship landed on our apartment building last night The ship was huge with bright lights all over it This flying object was
5 Ability to infer information that is not directly stated, e.g.: Woman: I want to complain about a man a busing me Policeman : Did the man hit you?Woman : lie was screaming at me and threatening me
6 Skimming: The skill of understanding the main idea
7 Summarizing: The listener will try to repeat or reduce the main points into fewer words
8 Scanning: The skill of looking for specific information
9 Critical listening The skill of understanding
10 Recognizing different styles, emotional tones and varieties of language ,The skill of understanding and listening for total comprehension
11 Recognizing different styles, emotional tones and varieties of language - Styles: Formal /Informal
12 Infer information that is not directly stated
13.Predicting what a speaker will say next
Principles for teaching listening
The teacher creates an engaging learning environment by setting the scene and encouraging students to predict what they will hear in the listening text Students actively participate by writing down their predictions, effectively crafting their own listening guides After the teacher reads the text, students can confirm their understanding by ticking off the correct predictions, enhancing their listening skills and comprehension.
Teachers can enhance student engagement by providing visual aids such as maps, house plans, or diagrams These visuals allow students to draw routes, mark changes, and label parts effectively Whether copied from the board or presented as picture predictions, these aids support students as they listen to accompanying texts and respond through activities like drawing, filling in, labeling, and numbering.
Students re-tell the story from the listening text in their own words, with the teacher facilitating through a mini drill using familiar pictures or simplified statements from the pre-listening or while-listening tasks This encourages collaborative speaking practice in pairs or groups Additionally, the re-telling can be creatively presented as a chain story using visual aids.
The teacher selects a personalized topic related to the listening activity and creates a production task for the students For instance, after completing the "grids," students may describe their classmates or share personal experiences that relate to the listening text.
The teacher presents a set of pre-questions on the board, designed to highlight the main point of the listening text Students take time to read and contemplate these questions, which serve to direct their focus without the pressure to guess or predict answers Following the initial listening, students respond to the pre-questions based on their understanding of the material.
The "while-listening" technique is a widely used method in language learning, where students respond to a variety of comprehension questions, including True/False statements, multiple choice, and "Wh" or Yes-No questions during the listening activity This approach typically consists of two parts: the first part emphasizes the main ideas of the listening material, often utilizing multiple choice or True/False questions, while the second part targets specific details, such as facts and figures, frequently addressed through "Wh" questions.
The teacher presents a table on the board for students to copy, which helps them focus on listening for specific facts and details in the text Some sections of the table are pre-filled to assist their listening efforts As students listen, they complete the remaining sections in note form They then collaborate in pairs to compare their answers, while the teacher reads the text multiple times to ensure consensus on the correct responses.
Students engage in role-playing to bring a past tense listening text to life, allowing them to embody the characters from the story they've just heard This approach is especially beneficial for those who have not yet studied the past tense, as it transforms the narrative into the present tense The teacher facilitates the role-play by grouping students by their characters, guiding them in practicing their lines, and then reorganizing them into new groups that include one representative of each character.
The teacher of a listening text can be divided in to 3 main stages: Pre- listening, while-listening, post-listening Each stage has its own aims and activities
To enhance listening effectiveness, students should engage in pre-listening activities that spark their curiosity and motivation It is crucial for teachers to introduce the topic and generate interest in the upcoming listening text, ensuring that students are eager and prepared to absorb the information presented.
When we listening in our everyday life, we actually hear language within its natural environment and that environment gives us a huge amount of information
Listening to tape recordings in the classroom can feel unnatural, as the audio is often removed from its original context To enhance comprehension, it's essential to design tasks that encourage students to connect with the listening material, tapping into their prior knowledge and expectations to facilitate understanding of the text.
To enhance listening skills, students must engage in extensive practice, particularly during the while-listening stage, which includes activities designed to be completed while listening to a text These activities aim to help students effectively extract messages from spoken language, thereby challenging and guiding them in processing information and understanding the listening material It is crucial for these activities to be both engaging and thoughtfully selected, with teachers tailoring them to suit the varying levels of English proficiency among learners.
The effectiveness of while-listening activities hinges on the topic and content of the listening text, as well as student interest Repetitive tasks can lead to student disengagement, making it essential to incorporate a variety of activities tailored to different purposes and occasions Additionally, it is recommended to design activities that are locally relevant, engaging, and concise to maintain student motivation and enhance learning outcomes.
Activities during this stage should align with students' abilities, ensuring that all learners, from those who struggle to the most proficient, can engage in while-listening tasks To prevent discouragement, it's important to limit the use of overly challenging activities initially; however, introducing occasional challenges can be beneficial for student growth.
There are many while-listening activities that we can do, some of the best ones are the following:
1 Listen and Describe: The teacher tells a story but stops regularly and asks the students to write or give a description
2 True or False: The teachers tells a story and the students have to determine if the sentences that he has are true or false statements
3 Hidden Picture: The teachers give a picture to the students about any particular subject and one of the students describes a picture and another student has to note down some of the things that her or his classmate says
4 Dictation of short passages: This is an activity which has been discontinued but it helps students to practice skills, they have to listen to the sentences, they have to write them down, they have to read and say their sentences to their teacher to make sure they got their sentences right
Detail pre-listening task
2.2.1.1 Definition of pre-listening task
According to Underwood (1989), the pre-listening stage is crucial as it prepares students for what to expect during listening activities, both in a general sense and for specific tasks This preparatory phase is commonly referred to as "pre-listening work" or simply "pre-listening."
Pre-listening activities can encompass various tasks to prepare students effectively, such as providing background information by the teacher, having students read relevant materials, examining related images, engaging in topic discussions, conducting question-and-answer sessions, completing written exercises, following instructions for the listening activity, and planning the approach for the listening task.
Engaging students in targeted activities can enhance their understanding of listening texts by honing their focus on relevant topics These activities not only prepare students for what to expect but also facilitate deeper comprehension When selecting appropriate activities, teachers should take into account the factors outlined by Underwood (1989:33) to maximize effectiveness.
- The time, the material is available or not
- The interest of the class and the teacher
- The nature and the content of the listening text
If one of these is forgotten, the whole process of the activity can be failed
Underwood highlights the significance of the nature of listening texts, as each type of text requires specific activities for optimal engagement When teachers pay close attention to this aspect, they can select activities that are more tailored and effective for their students.
The pre-listening stage is essential for preparing students for upcoming audio content, significantly enhancing their chances of success in related tasks Engaging in pre-listening activities helps students activate prior knowledge and set clear expectations for what they will hear.
- Help teachers find out about what students already know about the topic
- Prepare students for vocabulary and language structures in the text
- Help mitigate the anxiety which comes from listening in a foreign language, by providing a clear context
- Offer opportunities for class discussion and more interaction among students
According to Gareth Rees (2003) here are 12 types of pre-listening activities:
1 What’s your guess? Show eye-catching images, maps, or diagrams to help students guess the theme(s) of the listening text Students can write pre-listening comprehension questions, and then listen to see if their questions are answered
2 Brainstorming & Word webs: Give students the topic of the listening and elicit words from them With students‟ help draw semantic webs on the board with the words, focusing on the relationships between the words, the topic, and sub-topics that might come up in the listening
3 Teach me: Give each student a couple of words and/or expressions Ask them to explain the words/expressions to one another in pairs They may refer to the dictionary if they need to Quickly check with the whole group, and students then predict if the words/phrases will occur in the listening itself Students can listen and tick the ones they hear
4 Chinese whispers: Arrange students in two lines, whisper a word/expression to the first in the line, who whispers it on to the next in line, and so on until the last student in the line shouts out the word/expression they hear or writes the word/expression on the board Score points for correct words Use a sentence or expression related to the theme of the listening
5 Sing along: Teach students a short song, a rhyme, or a jazz chant on a topic related to the text they are going to listen to
6 Graphic organizers: Give students a blank graphic organizer which summarizes the information in the text under headings Students listen and fill-in key words that they hear in the correct places
7 Have your say: If the listening involves a controversial issue or question – such as „What should be the minimum driving age?‟ – have students given their opinions first Students then listen to the text and see what opinions are voiced You can also have a quick „anonymous‟ poll, whose results can be revealed at the end of the lesson
8 Let me read it first: Give students the first lines of the transcript of the text they are going to listen to You could even give them the whole transcript and very little time to read it (just for them to get the gist of the text) Then work on listening for specific information without students reading the transcript This is an effective activity for complex texts with many details
9 Mime it: If there is a dialog in the listening, mime part of it, to arouse students‟ interest
10 What do I need to do, teacher? Write instructions in point form for the listening in the wrong order Ask students to order them This activity may help relax students for the listening, as they know exactly what is going to happen next
11 Note-taking: Discuss the topic with students and have them brainstorm headings to take notes under Then brainstorm the sort of transition words they might hear
12 Who’s who? If students are going to listen to a dialog (or text) with several characters (and of course if identifying the characters is not going to be one of the tasks in the listening!) give them an overview of who‟s who in the listening
Pre-listening is a crucial stage that prepares learners for what they are about to hear, similar to how we prepare for real-life situations To enhance student motivation and facilitate easier listening, effective activities can include warming up the class, introducing the topic, presenting key vocabulary, guiding students in answering questions, and identifying the main points they need to focus on during the listening exercise.
There are some suggested activities to teaching pre-listening
Visual techniques
The use of visual aids, such as overhead projectors, has long been recognized for enhancing foreign language listening comprehension Research by Mueller (1980) demonstrated that visual contextual cues significantly improve understanding in foreign language listening exercises With technological advancements and a focus on communicative functions in language teaching, educators can now incorporate a variety of multimedia tools, including videos, PowerPoint presentations, audio materials, and supplementary aids like photos and maps, to further enrich the learning experience.
Visual aids, including videos, diagrams, gestures, and facial expressions, can enhance comprehension in listening classrooms when interpreted correctly by students The effectiveness of teaching devices like tapes, recorders, and headphones also significantly impacts the listening process While visual aids are not always necessary, they can facilitate clearer understanding when appropriately integrated It is crucial to ensure that these aids complement the listening material; for instance, using a generic image of a tree for a tree-saving campaign is redundant, just as presenting a complex diagram that is difficult to see for students seated far away is ineffective Therefore, teachers must prioritize the use of suitable teaching aids to create optimal learning conditions.
Nguyen Kim Phuong page 30 have good result, and that visual supports should be simple and suitable for each type of listening task For example using picture flashcards:
Gairns and Redman (1986) highlight various techniques for effective language teaching, including the use of realia, pictures, and gestures Realia involves incorporating actual objects into the classroom, while pictures serve as versatile aids, utilized in numerous forms such as flashcards, drawings, charts, and magazine photos These visual aids help clarify word meanings, illustrate situations, and foster conceptual understanding in learners.
Picture flashcards, featuring simple words or images, are valuable tools for teachers and students alike, facilitating pair and group work These versatile resources serve various educational purposes and yield positive outcomes Flashcards can be categorized into two types: picture flashcards and word flashcards.
David Hill (1990) classified pictures according to their size into three key categories They are large, medium and small
- Large (20x30cm): useful for whole class work
- Medium (10x15cm): useful for group work
- Small (5x5cm): useful for games and other group work activities Hill (1990)
2.3.1.1 Use of technology in language teaching
Science has significantly advanced technology, making our lives easier and more comfortable, particularly in education The integration of innovative technologies in classrooms has transformed traditional teaching methods One notable development is Computer Assisted Language Learning (CALL), which has enhanced English Language Teaching (ELT) by encouraging teachers to incorporate Information and Communication Technology (ICT) in diverse ways The availability of computers and multimedia projectors has facilitated innovation in language instruction Additionally, the rise of distance learning and e-learning reflects the effective use of technology in modern education.
Nguyen Kim Phuong highlights the evolution of language teaching through various online courses offered by different English Language Teaching (ELT) organizations With advancements in technology, learners now have access to a wide range of virtual courses, including initiatives like the BBC's mobile learning opportunities for English in Bangladesh Consequently, language learning has expanded its reach, making it accessible even in the most remote areas of the country.
According to Gairns and Redman (1986), effective teaching techniques include the use of realia, pictures, and gestures Realia involves incorporating actual objects into the classroom, such as pens, postcards, and balls, to clarify word meanings Additionally, teachers can utilize elements from the classroom environment, like chairs, tables, and boards, which students can physically interact with The success of learning is significantly enhanced when multiple senses are engaged, making realia an essential tool for teaching vocabulary at the beginner level, where students benefit from concrete examples.
Sean Banville's Listen a Minute site offers a variety of short listening lessons on engaging topics such as guns, friends, drugs, aliens, and perfume Each lesson comes with a transcript and related activities to enhance comprehension If the topic of gardens does not appeal to your students, feel free to select another interesting topic from the site and modify one of the pre-listening activities accordingly.
Visual aids are essential tools in education, serving as pictures or diagrams that enhance learners' understanding More broadly, they encompass any materials displayed in a classroom setting to facilitate learning and comprehension.
In the classroom, the teacher enhances vocabulary lessons about facial parts by utilizing photographs of individuals as visual aids Additionally, various visual tools such as pictures, videos, symbols, gestures, and facial expressions are employed to support the learning process.
Pictures may be the most useful aids in the language teaching
2.3.1.2 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
In the classroom, instruction and activities are conducted exclusively in the target language, even if students struggle to understand To facilitate comprehension, teachers avoid using the students' native language (L1) and instead rely on visual aids such as pictures and posters For instance, when teaching students how to give directions, a map can be an effective tool This approach not only helps teachers convey information without resorting to L1 but also provides learners with a clearer understanding of the subject matter through visual materials.
2.3.1.3 Audio-visual aids in making the class dynamic
Audio-visual aids significantly enhance the classroom environment and the teaching process by allowing teachers to present topics both verbally and visually, which captures learners' attention more effectively These aids help bridge the gap between abstract concepts and concrete understanding, making it easier for students to grasp challenging material When verbal and visual information is integrated, learners can process information more quickly, leading to faster learning outcomes, as noted by Mayer (2001) in Dolati (2011, p 6).
2.3.1.4 Using video as audio-visual aids
Incorporating video into English as a Foreign Language (EFL) classrooms has become a prevalent practice among English Language Teaching (ELT) professionals With the widespread availability of internet resources and various technologies, language instructors can effortlessly access and download a plethora of suitable videos for their students The abundance of pre-made videos tailored for language instruction allows teachers to select materials that best meet their specific educational needs (Ozkan, 2002).
Nguyen Kim Phuong (page 33) highlights the diverse ways in which video can enhance language teaching by making classrooms more engaging and interactive, thereby alleviating learner monotony Cakir (2006) emphasizes that incorporating videos provides authentic language input, enabling learners to generate discussion ideas and delve deeper into topics Additionally, content-related videos allow students to focus on contextual language use and non-verbal cues, which significantly improves their understanding of the target language.
Cunning (2001) highlighted the benefits of incorporating videos in language teaching, noting that they provide learners with essential stimuli that enhance their understanding of the subject matter Videos help students grasp the stress and rhythm patterns of the target language, enabling them to predict, infer, and analyze information effectively (Koksal, 2004) Additionally, as Secules, Herron, & Tomasello (1992) pointed out, videos allow learners to experience the dynamics of language communication, making them a practical and accessible resource for improving listening comprehension (Long & Doughty, 2009).
Listening with visual aids
In contemporary language education, there is a significant shift from traditional grammar instruction to communicative language teaching To enhance this approach, educators are incorporating various technologies, including electronic boards, multimedia projectors, and audio-visual equipment These tools not only simplify the teaching process but also make lessons more dynamic and engaging, allowing teachers to effectively deliver content and facilitate language acquisition.
Communicative language teaching, a popular approach since the early 1980s, focuses on the practical use of language for everyday communication This method emphasizes the incorporation of authentic materials, encouraging teachers to utilize various audio-visual aids to enhance the learning experience By integrating real-life pictures and videos, classrooms become more engaging and relevant Consequently, class activities are designed around real communication scenarios, fostering an environment where learners can effectively practice and improve their language skills.
Nguyen Kim Phuong page 35 show different visual aids like map for giving direction picture for describing any place or person and so on Freeman,(2000)
Visual aids play a crucial role in motivating students and enhancing their understanding of vocabulary, enabling quicker memorization They enrich language teaching by bringing real-world contexts into the classroom, making learning more meaningful and engaging (Brinton, 2000) Given that many vocabulary terms are specialized, it is essential for teachers to incorporate visual aids, such as pictures, real objects, flashcards, charts, maps, diagrams, blackboards, audio, videos, and PowerPoint presentations, during the listening stage These aids provide precise information about new words without the need for translation into the students' native language Furthermore, it is important to recognize that students come to the classroom with diverse backgrounds influenced by images from mass media and video games, making visual aids even more relevant in today’s educational environment.
2.4.1 Use of audio and video in teaching listening
Teaching listening is a challenging task for language teachers, often overlooked due to a lack of awareness regarding its importance However, advancements in technology have significantly eased this challenge, providing access to a variety of audio-visual materials that expose learners to native language usage Language teachers can now quickly download listening resources tailored to their students' proficiency levels, leading to a notable increase in the incorporation of these materials in teaching Furthermore, modern English Language Teaching (ELT) educators are trained to effectively integrate audio-visual aids into their lessons, enhancing the overall learning experience (Ozkan, 2002).
Audio materials are essential for learners to grasp the correct pronunciation of the target language Incorporating videos as listening resources in the classroom also exposes students to important non-linguistic features, enhancing their overall understanding and communication skills.
Nguyen Kim Phuong emphasizes the importance of utilizing modern technology in language learning, highlighting that various tools such as audio, video, and podcasts enable teachers to familiarize students with native speakers' accents This innovative approach simplifies the teaching process and enhances the overall learning experience for language learners.
Common audio-visual aids in teaching English
In the observed English language classes, a variety of audio-visual materials, including phonemic charts, songs, conversations, pictures, and video clips, are utilized primarily during listening sessions These aids play a crucial role in ice-breaking activities and the introduction of tasks Audio clips are particularly effective for teaching correct pronunciation and assessing learners' understanding, while also serving to evaluate students' listening skills through follow-up activities.
Videos serve as powerful tools for enhancing classroom activities centered around specific themes They offer essential background information and stimulate engagement, paving the way for effective reading, writing, speaking, and listening exercises.
Various authors emphasize the role of video in enhancing mental processing, attributing this to the lifelike images displayed on screens, which effectively represent people and objects (Salomon as cited in Arcano).
Using audio player CDs with conversations in schools can feel unnatural for students, as they miss the visual context of the speaker and environment Incorporating video into the English language classroom enhances the use of Multimedia Visual Aids, helping learners grasp discourse better and improve their long-term listening comprehension while boosting their confidence in speaking (Shros, 2008).
A study by Canning-Wilson (2000) emphasizes that to enhance listening comprehension, utterances should be supported by body language Additionally, it highlights the significance of students learning in sound-only conditions.
Nguyen Kim Phuong highlights that maintaining interest and concentration in listening can be challenging In contrast, Canning emphasizes the significance of video as a tool that offers visual stimuli, which aids students in making predictions and activating their prior knowledge.
Digital video technology offers teachers the valuable opportunity to create their own videos or find ones that best align with their students' needs and interests.
To effectively utilize videos in the classroom, it's essential to fully integrate them into the lesson rather than treating them as mere supplementary activities or breaks for entertainment.
Hobbs (2006) highlights the ineffective uses of video in language classrooms, noting that many teachers utilize it primarily as a reward or a means to manage student behavior A significant concern among language educators is the limited academic time available for non-instructional activities, emphasizing the need for videos to be effectively integrated into instructional time to enhance learning outcomes.
Planning for teaching listening
Effective lesson planning is crucial for teachers before delivering listening instruction By preparing in advance, educators can focus on the activities and materials, enabling them to provide constructive feedback and evaluate the effectiveness of the lesson This reflective practice helps identify successful elements and areas for improvement, enhancing the overall teaching experience (Richards and Lockhart, 1994).
To create an effective listening lesson, it's essential to prepare necessary materials and equipment tailored to the learners' proficiency levels Engaging listening materials can spark students' interest, promoting active participation in the learning process Teachers should adopt the roles of psychologists, mentors, and even performers to enhance the listening experience Providing clear instructions before the listening activity is crucial, as understanding the purpose of the task increases students' attentiveness and engagement According to Underwood (1989), a well-structured pre-listening phase is vital; without it, students may disengage, disrupting the learning environment for others Therefore, clarity in expectations is key to a successful listening lesson.
Nguyen Kim Phuong page 39 cited in Rosova (2007)
Visual aids significantly enhance lesson planning by promoting a more organized approach to activities They provide a clear structure for teachers, outlining the sequence of topics and activities, which helps keep students engaged throughout the lesson.
In this lesson, students were presented with images of various fruits, allowing them to connect the fruits with the colors discussed in the previous class This approach enabled facilitators to reinforce the earlier topic unintentionally Furthermore, the teachers fostered a comfortable atmosphere that facilitated a smooth and engaging flow of the lesson.
Activating students' prior knowledge proved beneficial for teachers, allowing them to connect new topics with familiar concepts and expand vocabulary This strategy enhanced the teaching process by utilizing students' existing knowledge However, the effectiveness of visual resources relies heavily on their proper introduction; clear instructions and strong body language, complemented by visual aids, are essential for conveying the main ideas effectively.
Listening is a crucial skill in language teaching, and the pre-listening stage plays a significant role in this process Designing effective pre-listening activities is essential for preparing students to engage with the listening text smoothly Well-structured pre-listening tasks not only boost students' confidence but also enhance their motivation to listen During this phase, teachers can introduce relevant world knowledge and language concepts related to the text, thereby enriching the overall listening lesson Ultimately, these strategies contribute to a more efficient and effective listening lesson.
Nguyen Kim Phuong emphasizes the importance of listening in the overall listening process, noting that it doesn't require excessive classroom time The duration of the pre-listening segment can be adapted based on varying circumstances.
Visual aids play a crucial role in pre-listening activities by motivating students and enhancing their understanding of the topic They help students visualize contexts and memorize information more effectively Examples of visual aids include pictures, real objects, flashcards, charts, maps, diagrams, and blackboards These tools are superior to verbal explanations when introducing new topics, as they provide clear representations of unfamiliar concepts and locations.