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BASIC CONCEPTS ABOUT AUDIO-VISUAL METHOD

Article · November 2023

DOI: 10.5281/zenodo.10054961

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 №119/2023

Norwegian Journal of development of the International Science

ISSN 3453-9875

VOL.1

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 CONTENT
MEDICAL SCIENCES
Babayev E., Ashrafov D., Huseynova R. Kaspakova L.
PROSTHETICS WITH FIXED OVERDENTURES ON THE USE OF CALCIUM-CONTAINING PREPARATIONS
IMPLANTS .................................................................... 3 IN THE TREATMENT OF PERIODONTITIS IN PRIMARY
Zhelikhazheva М., Меrzlyakov V. TEETH IN CHILDREN ...................................................12
ASSESSING THE QUALITY OF LIFE AND PSYCHO-
EMOTIONAL CHANGES IN PATIENTS WITH CORONARY
ARTERY DISEASE WITH CONCOMITANT
ONCOLOGICAL PATHOLOGY AFTER CORONARY
ARTERY BYPASS SURGERY ........................................... 6

PEDAGOGICAL SCIENCES
Hasanova M. Shertaeva N., Saydalamova M.,
BASIC CONCEPTS ABOUT AUDIOVISUAL METHOD ... 14 Amirbekova E., Sharf V., Abdazimova F.
Pashayeva S. USING THE PROJECT METHOD IN CHEMISTRY
INTERNAL AND EXTERNAL FACTORS THAT AFFECT THE LESSONS ....................................................................23
ENGLISH LANGUAGE ACQUISITION ........................... 18

PHILOLOGICAL SCIENCES
Aliyev J., Mammadova Z. Aliyev S.
SOCIAL AND RELIGIOUS-POLITICAL ENVIRONMENT IN THE EVOLUTİON OF TERMİNOLOGY: ORİGİNS AND
THE PERIOD OF MUTANABBI'S LIFE .......................... 27 ADVANCEMENTS İN WESTERN CONTEXTS ................37
Orujova D. Ovdiichuk L.
RELIGIOUS METAPHORS IN ARTISTIC DISCOURSE..... 32 THE STORY "HEART OF DARKNESS" BY JOSEPH
CONRAD AND THE FILM OF F. COPPOLA "APOCALYPSE
TODAY": INTERMEDIA STUDIO ..................................41

PHYSICAL SCIENCES
Hossain K.
TECHNOLOGY IS TRANSFORMING THE EDUCATION
SYETEM IN MODERN ERA .......................................... 47

TECHNICAL SCIENCES
Malygin D., Red’ka D.
DEVELOPMENT OF A MINIATURE ELECTRON-OPTICAL
INSTRUMENT FOR NANOSATELLITE BASED ON THE
«SYNERGY» PLATFORM FOR RESEARCHING THE
NORTH-WEST REGION OF RUSSIA ............................. 87
14 Norwegian Journal of development of the International Science No 119/2023

PEDAGOGICAL SCIENCES
BASIC CONCEPTS ABOUT AUDIOVISUAL METHOD

Hasanova M.
Senior laborant of the chair “English and methods”
Nakhchivan State University, Azerbaijan
https://doi.org/10.5281/zenodo.10054961

Abstract
Audio-visual method combines vision and sound which are very effective in foreign language learning. Films,
clips, TV show programs and newslines in English are of great significance in L2 acquisition. The usage of native
language is ignored while teaching the foreign language through this method. Application of Audio-visual mate-
rials only lacks speaking skill. Since there is no one to build up a communication with. A learner can easily polish
his/her reading, writing and listening skills. However, all these three skills help to develop speaking skill, as well.
The Audio-visual method is composed of educational digital materials. For this reason, it is sometimes called
educational material. Hence, "audio-visual aids" or teaching materials refer to such technologies which attempt to
make knowledge understandable to us through our senses.

Keywords: television, audio-visual materials, media, DVD, Audio-visual method

Educational tools that can convey meaning with- audiovisual media, there have been great advances in
out just depending on spoken symbols or language are education in the last few decades.
frequently referred to as audiovisual materials [10]. In the era of teaching modern languages, various
Textbook or reference material is not included in innovations are applied in the ELT industry that go be-
the scope of audiovisual teaching aids. Shabiralani, Ha- yond the traditional teaching approaches. The current
san, Hamad, and Iqbal note that primary school stu- trend is towards communicative language teaching ra-
dents learn more easily and quickly with audiovisual ther than traditional grammar teaching. The urge to
devices than with verbal instruction. Their study's find- learn a new language has evolved into a communicative
ings also showed that the majority of educators and need; in the past, acquiring a new language meant
learners view the usage of visual aids favorably. Mer- learning to read literature in that language. To converse
cedes and Amelia, [9] highlights the effectiveness of with members of other cultures who speak other lan-
visual material in learning, estimating that approxi- guages, people study a second language in addition to
mately 40% of what is acquired is achieved through vis- their home tongue. As a result, language is taught as a
ual experience, 25% through auditory, 17% through tool for communication rather than as a topic. As a re-
touch, 15% through various organization, and 3% sult, methodologies and learning strategies have been
through taste and smell. This claim clarifies the value modified to meet the evolving demands of language
of audiovisual assets in the teaching and learning pro- learning. In an effort to improve the effectiveness of
cess. The audiovisual method is one of the methods that their instruction, foreign language teachers always seek
can be used in the classroom during the lesson for kin- for new innovations. It is not simple to teach a lan-
dergarten and primary school students. This method al- guage, thus the material should be engaging enough to
lows users to make effective use of both visual and au- help students get past their anxieties.
dio media and also enables the inclusion of educational Audiovisuals are learning devices used in the
materials. Improvement of access to electronic and classroom to stimulate learning and make learning eas-
multimedia technologies and their accessibility have ier and more enjoyable. It follows Farouk's A.V.A. so-
enabled more students to actively participate in the ed- called audio-visual aids or teaching materials are aids
ucational process. Teaching and learning are more suc- that try to make knowledge clear to us through our
cessful and valuable when using audiovisual aids. This senses [4, p. 56]. Meanwhile, according to Francis, the
is one of the best ways to spread knowledge and infor- term audiovisual materials is usually used to refer to
mation. The use of audiovisual means such as televi- teaching materials that can be used to convey meaning
sion, video, cinema, projector, computer in the lesson without relying entirely on verbal symbols or language.
helps to enrich students' cognition, stimulates their in- In other words, A.V.As are teaching materials used by
terest, and creates a creative environment. teachers to present the material in an attractive way to
Audio visuals are an important part of education facilitate the auditory and visual experience of the stu-
today as they help students learn better. This is one of dent [5]. Authentic materials always facilitate the learn-
the reasons why the use of audiovisuals in teaching, ing process. Babayev Javid underlines the importance
learning and research has increased over the years. The of authentic materials: “They make the students face
speed with which students can instantly access infor- with real life situations. The students live the situations
mation and share it with others has increased dramati- in real life and these materials willy-nilly depict native
cally. Moreover, students are already able to under- speakers’ words and behaviours. They are not worse
stand concepts and ideas better and faster. Thanks to than the artificial texts given in created materials that
Norwegian Journal of development of the International Science No 119/2023 15
have been especially written to exhibit special gram- We have to complete the teacher's words. In this regard,
matical rules or relation types .” [2, p.33]. visual aids in the form of pictures, cards, posters, etc.
According to the Terrebonne Parish Library Sys- help a lot. Again, listening in the language is a very im-
tem, Audio-visual convey information primarily portant skill. If we do not have the opportunity to listen
through sound and images rather than through text. As to a language, we will not be able to speak it properly.
students become more accustomed to technology, the Thus, poetry, fairy tales, etc. audio cassettes containing
role of audiovisual materials in the classroom is in- statements are needed. Such materials will be not only
creasing. Students learn in different ways, so using au- interesting but also motivating for the student.
diovisual components helps improve the learning envi- The use of audiovisuals in the educational envi-
ronment. ronment is important in many ways. Part of their im-
The audiovisual method is one of the methods that portance is that they can adapt to different learning
can be used in the lesson during the lesson for elemen- styles, which ensures effective learning. Some mature
tary school students. It uses both visual and audio me- learners learn best when they see what is being said.
dia and allows you to embed learning materials. Im- Additionally, others learn best when they can touch or
proved access and accessibility of electronic and multi- experience something as it is taught to them. Others
media technologies have enabled more students to may fully understand by relying on hearing alone, etc.
participate in classes. For this reason online lessons Aggarwal, Lumsdaine, and Glaser (1960) explain that
also provide the students audio-visual materials. Baba- the effectiveness of students in acquiring new
yev Javid emphasizes the significance of online learn- knowledge, skills, and abilities depends on the methods
ing in his article: “ it has become a reality for everyone used and the students' learning styles what techniques
to recognize and accept online learning as a priority” to use.
[3, p.67] Televisions are still used in some classrooms to-
Audio-visual method is also called educational day instead of projections. Some teachers still use tapes
material. Sound literally means "hearing" and "sight" to show movies on TVs, but more and more people are
means revealed through sight. Thus, "audio-visual using DVD players, one of the achievements of the dig-
aids" or teaching materials refer to all such technologies ital revolution. Many classrooms don't even need a sep-
that attempt to make knowledge understandable to us arate player because modern computers have DVD
through our senses. All of these instructional tools give drives. Using a computer to play DVDs in the class-
us first-hand knowledge through the senses of hearing room requires a computer projector, but many class-
and seeing while making the learning scenarios as real- rooms are increasingly equipped with this latest audio-
istic as feasible. Thus, audiovisual content can be seen visual equipment. Audiovisual materials are now often
as any tool that can be utilized to enhance the learning in the form of a computer file played using software in-
process by making it more dynamic, realistic, and con- stalled on the teacher's computer. Instead of purchasing
crete. Through our senses, we learn. Experiences give DVDs for classroom use, schools sometimes subscribe
us knowledge. Every sense aids in our ability to per- to digital video services, such as United Streaming,
ceive our surroundings. The majority of the information which is available through Discovery Education. These
we learn in school is absorbed through our eyes and services provide Internet access to tens of thousands of
hearing. Reading is less significant than doing in our videos—far more than any teacher could have in their
educational system. You can make theoretical, linguis- classroom collection. Access is immediate; no need to
tic, and dull things more natural and enjoyable. Audio- wait for the goods to be shipped.
visual materials According to Brinton, audio-visual Mamun investigated the use of AVA in teaching.
materials are educational materials that present infor- The purpose of the study was to investigate the benefits
mation to students that do not require the use of paper of language teachers as well as students using audiovis-
and pencil. Audiovisual materials are useful in teaching ual aids in teaching English. In addition, other experts
because they take the teaching away from a textbook- found more extensive research on the use of A.V.A.
only approach. Computers, televisions, cassettes, video Mathew and Alidmat reviewed the usefulness of AVA
or DVD discs and projectors, radios are all types of au- in an undergraduate EFL classroom, and as a result,
diovisual material. Posters, cartoons, clothes, models AVA became one of the learning tools that helped most
and tours are also audiovisual. In the classroom, films, students [7]. Meanwhile, Merdas investigated students'
audio recordings, and videotapes can be used as substi- active vocabulary more deeply [8]. The results show
tutes for face-to-face student-teacher communication. that A.V.A plays an extremely important role in in-
These forms of education can be used in continuous creasing students' ability to use active vocabulary.
public schools where there are not enough teachers. As you know, the teacher uses different ap-
Typically, informative and motivational films and vid- proaches to teach his students, helping them to learn ac-
eotapes on selected topics aired on various television tively. Over the years, teachers' efforts in the field of
networks are typical of this type of material, providing education have included various methods and tech-
real-life depth for students. Here, teachers can use au- niques. One such method used by teachers to ensure ef-
diovisual materials to reinforce their teaching in a lec- fective teaching is the use of audiovisual aids [1]. Au-
ture or activity-based lesson context. After that, teach- diovisual resources engage students and help teachers
ers can show any motivational film according to the re- illustrate concepts easily. These audiovisual resources
quirements of the situation and the relevant topic. are mainly teaching aids used in the classroom to help
Mere words written or spoken by a teacher cannot and encourage students to understand the context. Au-
and will not provide an adequate learning experience.
16 Norwegian Journal of development of the International Science No 119/2023
diovisual media, in Burton's opinion, encourage and fa- what they see and filter it in their brains because they
cilitate efficient learning. In addition, Kinder suggested see that ideas are connected, organized, and connected.
that the learning process can be made more realistic, Visual learning has expanded teaching methods in
accurate and active by using audiovisual resources [6]. schools by providing students with simpler methods so
Typically, this type of learning is not fostered in most that any subject they learn can be fully explained visu-
school systems. Implementing this learning in the class- ally. New concepts are easier to understand, especially
room requires a lot of knowledge and experience. if they can be related to the previous topic.
Many teachers who use these audiovisual re- River says that it amplifies the benefits of learning
sources in their classrooms lack the experience required another culture by putting listeners and viewers in indi-
to get the most out of these tools. Rather, they use these rect contact with native speakers [12, p.399].
resources to relieve students of the burden of explaining There are some characteristics that can be used to
context. For example, some teachers use a text descrip- determine how important audiovisuals are in the learn-
tion, illustration or video presentation of the topics they ing process. And their value depends on how well they
want to teach and just start the presentation without ex- help to achieve the goals of the guidelines and can be
plaining anything properly and thus the lecture time summarized under the following headings:
passes easily. Teachers should plan properly before us- Compatibility
ing audiovisuals [11]. In addition, teachers are not Accuracy
working on their students' visual literacy. Interest
The word CREDIF, which stands for the audiovis- Clarity
ual approach, was initially used in France in the 1950s. Motivation
At the beginning of learning a second or foreign lan- Realism
guage, this approach is meant to teach common lan- When choosing and using visual aids, we should
guage. It was founded on a behaviorist theory that try to select as aids that connect new experiences with
claims language is learned via the development of hab- past experiences and that are already in the minds of the
its. It is based on the assumption that foreign language students who will use them.
is essentially a mechanical process and is more effec- A visual medium must have the quality and niche
tive if the spoken form precedes the written language. to develop real ideas about different areas of life. In-
Emphasis was placed on speaking skills and a carefully stead, we can try to develop in our students a concept
structured sequence of exercises, as well as the idea that very similar to the idea of the movement of electrons in
the quality and consistency of learning is directly pro- an atom. In this case, we teachers try to describe it as
portional to the amount of practice performed. accurately as possible with the help of diagrams and ta-
The principle of audiovisual method is as the fol- bles, and students are shown a real film about the move-
lowings: ment of electrons; a completely different but effective
* Picker concept will emerge. Almost all visual aids lack some
* Training features, but the actual example clarifies the concept
* Physical control through realism, so that learners experience this fact in
* Correct presentation a hands-on approach to learning and understanding.
* Answer
Teachers employ teaching tools, such as audiovis- References:
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