Audio-Visual Aids in Teaching
| Author | Jonida Shkurti |
| Position | Jakov Xoxa, Fier |
| Pages | 202-207 |
Vo
l. 4 N
o
.
3
N
ovem
b
er
,
2018
A
cademic Journal o
f
Business,
A
dministration, Law and Social Science
s
II
PCCL Publishin
g
, Graz-
A
ustri
a
I
SSN 2410-391
8
A
cces online at www.ii
p
ccl.or
g
2
02
Au
d
io-Visua
l
Ai
d
s in Teac
h
in
g
J
onida Shkurt
i
J
akov Xoxa, Fier
Ab
str
a
c
t
I
n the modern era of lan
g
ua
g
e teachin
g
a new dimension has been added in the existin
g
m
ethods and techniques. With the development of technology and the increase of sources o
f
i
nformation, teachers continuously try di erent ways to motivate students and make lessons
i
nterest
i
n
g
.
Nowadays, language teachers are using a variety of audio-visual aids.
A
long with text books,
t
hey use related pictures, audio clips, posters, video, power point slides and so on in language
classrooms.
I
t has many benefi ts but needs a lot of preparation, a good presentation and of
course the proper equipment.
A
udio-visual tools can be used to do a great number of jobs.
But their e ectiveness, of course, depends upon many factors such as the amount of money
available and the amount of time spent in preparation.
A
n audio-visual program can be worth
t
he time and money invested, provided that sound and realistic goals are established, which
are related to the needs and understanding of the many audiences throughout the community.
K
e
y
words : audio-visual, aids, tools
I
ntr
odu
ct
io
n
A
u
d
io-visua
l
ai
d
s are ver
y
im
p
ortant in e
d
ucation s
y
stem.
A
u
d
io-visua
l
ai
d
s are t
h
ose
d
evices w
h
ic
h
are use
d
in c
l
assrooms to encourage teac
h
ing-
l
earning
p
rocess an
d
make it easier and interesting. The
y
are the best tools
f
or making teaching e
ective.
S
o there is no doubt that technical devices have greater im
p
act.
A
udio-visual aids
p
rovide the learners with realistic ex
p
erience, which ca
p
tures their a ention and
h
el
p
s in the understanding o
f
the historical
p
henomena. The
y
a
pp
eal to the mind
t
hrough the visual auditor
y
senses. There is a
f
amous Chinese
p
roverb :
“
O
ne seein
g
is
w
o
rth
a
h
u
ndr
e
d w
o
rd
s”
; it is in
f
act that we receive knowledge through our senses
and this makes teaching- learning
p
rocess more e
ective. .
The Histor
y
of Audio-Visual Aid
s
P
ictoria
l
images
h
ave
b
een uti
l
ize
d
as communicative me
d
ia since t
h
e
E
g
yp
tian, Gree
k
and Roman times. Both Cicero and Seneca a
pp
roved o
f
visual
f
orms in instruction;
while Saint Jerome recognized the value o
f
object materials b
y
their teaching o
f
al
p
habet with the aid o
f
blocks.
During the middle ages, the Church used such visual stimuli as relics, bells, candles
an
d
rosar
y
to teac
h
re
l
igious
l
essons. But it was on
ly
t
h
e Renaissance w
h
en t
h
e visua
l
sensor
y
conce
p
t began to
fl
ourish.
A
new natural art develo
p
ed in contrast to the old
o
ne, travel and discover
y
p
ros
p
ered, modern technolog
y
un
f
olded with the invention
of
a
p
rocess making
p
a
p
er.
A
s a result o
f
these technical achievement,
p
hotogra
p
h
y
,
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