Visual Language Teaching and Learning - Essay Example

Using Storytelling as A visual Media in Foreign Language Teaching and Learning Introduction: In recent decades visual medium has increasingly been used in education across countries. In particular, the use of video in storytelling has emerged due to the development of technology in the modern world (Evans, 2009). A video provides picture animation as well as audio, which are the significant elements in storytelling. This is commonly known as audio-visual (Cakir, 2006). Over time, audio-visual technology has become a cost-effective and affordable way to enhance children’s learning of foreign language (Canning, 2000). One of the major benefits offered by learning via audio-visual is that it is stimulating as an interactive learning environment can be created (Stokes, 2001). In children, the concept of storytelling is basic method for teaching and easier learning .Use of video in teaching foreign language is a main step towards facilitating understanding of words of foreign language (Evans, 2009). The incorporation of pictures supplements the meaning of the words and improves the ability to remember it later (Cakir, 2006). This provides children to acquire better flow of the story as well as entertainment part of it. In this written response, focus has been given to discuss the rationale of using visual medium in foreign language teaching and learning, benefits offered by the use visual medium, and major constraints of visual medium in teaching foreign language. The rationale of visual medium: Visual medium basically is the combination of audio and sound elements, synchronized together to deliver a particular message or idea In recent decades, in line with a greater focus on the use of the integration of technology into the curriculum, the use of visual medium has also been recognized as an important tool in foreign language teaching (Smyth & Volker, 2013). The rationale of using visual medium is linked to an increasing emphasis on the use of communicative techniques; it is widely believed that the use of video facilitates the creation of a stimulating environment for foreign language learning to motivate the participants, especially children (Cakir, 2006). Visual medium can be done in any language; this provides a source of material of those who want to learn a particular language (Canning, 2000). Benefits of visual medium: Visual medium has various achievements towards teaching foreign language. It promotes quantitative reasoning and gaining of knowledge (Stokes, 2001). Among the students, it provokes discussions, which enhance the learning of a language. It connects the students with the cultural and social elements of a foreign language (Hintel, 2013). By use of theories studied in class, students can be able to analyze the videos they watch, which increase their cognitive abilities (Evans, 2009). Owing to fact that visual medium is flexible, it is updated with the current trends of the world such as policies and sports and business matters (Holum & Gahala, 2001). Video and audio books are easy to study with and reduce the bulkiness of using books (Smyth & Volker, 2013). Electronic devices that facilitate visual medium are easy to acquire and operate. Learning a foreign language require the use of audio practice which is provided by visual medium (Hintel, 2013). Although, audio visual technology has been adopted by schools for a couple of decades, however the use has long been limited in the use of television and video players to show educational films (mostly short-length documentary films) (Evans, 2009). Fortunately, in recent years, with the development of personal computer and Internet technology children can watch more educational films; additionally, homework can be done on personal computer and submitted through Internet. Importantly, given that there are individual differences among children in their learning styles, the use of audio visual equipment allows teachers to apply different pedagogic styles and stimulate individual children in different ways suitable for them (Cakir, 2006). Teachers can each child’s learning style/process using a customized a combination of images, sounds and attention-drawing media. Moreover, as currently children are surrounded by audio visual equipment in their homes, they feel comfortable and confident when the teachers in foreign language class also apply applied science to stimulate their learning and promote an enjoyable learning experience (Allen & Maxim, 2011). Moreover, children are also keen to take the advantage of demonstrating their skills in using modern electronic technology and the ability to grab information through electronic media (Cakir, 2006). Overall, the use of visual media offers a wide range of benefits in a foreign language classroom, such as: offers learners with challenging and exciting tasks; adds fun in the learning process; enhances teachers’ skills to develop study materials including presentations; enhances capability of learners in using technology to access, exchange and present information; allows teachers to prepare customized learning materials for children depending on the learning styles of individual learners; saves time for teachers as well as learners; and access learning resources from across the globe (Cakir, 2006; Evans, 2009; Allen & Maxim, 2011). Constraints of visual medium in teaching foreign language: Despite the benefits of visual medium, it also have some limitations on teaching foreign language. The use of video has been used to provide different materials especially on TV and films. These materials may affect the children negatively (Chan et al, 2011). Visual medium is addictive and this reduces the time for the learners to use printed materials (Allen & Maxim, 2011). Visual medium cannot provide complete learning, it must be supplemented by other materials such as interaction and use of printed materials (Chan et al, 2011). In some schools, teachers prefer to most of the works done by children through online, also feedbacks are provided online rather than discussing with learners face-to-face about their strengths and weaknesses. Children have limited attention period, some video are long, which exceeds the attention time and leads to poor performance and understanding (Hintel, 2013). Due to addition, children who watch visual medium for long have allergic behavior written books (Allen & Maxim, 2011). Another limitation is excessive use of visual medium is unhealthy. This is because it related to problems with the spine cord, eyesight and cause obesity (Chan et al, 2011). The development of children is interrupted when they do not interact with others. This reduces the ability to learn basic communication skills (Smyth & Volker, 2013). Visual media sometimes leaves the learner to predict what will happen next, which may cause wrong predictions leading to negative understanding (Chan et al, 2011). Additionally, problems may arise if teachers are not adequately trained and children’s’ ability in the use of technology outweighs that of teachers (Allen & Maxim, 2011). This implies that schools need to recognise the training needs for teachers to update their knowledge about the use of visual media. Conclusion: This paper has attempted to clarify the importance of video in storytelling as a visual media is a significant part of learning in the contemporary world as it has discussed briefly the application of a this visual medium in Foreign Language class. It should be controlled and balanced to maximize in understanding and not suffer from addiction, which eventually cause other severe health complications (Allen & Maxim, 2011). Children love stories and the incorporation of visual media enhances their understanding. Teachers should come up with well-designed learning scheme, which includes both visual medium and written medium to teach children (Chan et al, 2011). In the future, the development of technology associated with audio-visual technologies will have further implications for teaching foreign language. Moreover, a wide range of the current literature provides empirical evidence that the use of audio-visual technologies can improve learning capability through offering a rich and enjoyable experience in Foreign Language class. The evidence suggests that to inspire learners and save their time in foreign language acquisition, schools should use audio visual media in offering more creative and innovative activities. To conclude, while developing the foreign language curriculum should focus on the integration of technology in foreign language teaching. Also, schools as well as language teachers need to recognise the great power of using audio visual technology in the foreign language classroom. References: Allen, W. & Maxim, H. (2011). AAUSC 2011 Volume: Educating the Future Foreign Professoriate for the 21st Century. New York: Cengage Learning. Cakir, I., (2006).The Use of Video as an Audio-Visual Material in Foreign Language Teaching Classroom. The Turkish Online Journal of Educational Technology Classroom. 5(4), 67-72. Canning, C., (2000). Practical Aspects of Using Video in the Foreign Language Classroom. The Internet TESL Journal, 6(11). Chan, M., Chin, N., Nagami, M. & Suthiwan, T. (2011). Media in Foreign Language Teaching and Learning. Berlin: Walter de Gruyter. Evans, M. (2009). Foreign Language Learning with Digital Technology. London: Continuum. Hinkel, E. (2013). Handbook of Research in Second Language Teaching and Learning. New York: Routledge. Holum, A. & Gahala, J. (2001). Using Technology to Enhance Literacy Instruction. Retrieved from www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm, Last Seen 26th October, 2013 at 2200hrs. Smyth, E. & Volker, J. (2013). Enhancing Instruction with Visual Media: Utilizing Video and Lecture Capture. Penyslavannia: Idea Group Inc (IGI). Stokes, S., (2001). Visual Literacy in Teaching and Learning: A literature Perspective. Electronic Journal for the Integration of Technology in Education, 1(1). . Read More