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Визуализация: развитие коммуникативных навыков на занятиях по английскому языку в университете

Колмакова Виктория Сергеевна
Старший преподаватель кафедры Иностранные языки, Севастопольский государственный университет, РФ, г. Севастополь, vskolmakova@sevsu.ru

Аннотация: Статья рассматривает релевантность использования таких средств визуализации, как инфографика, видеоролики и мультимедийные презентации с целью развития коммуникативных навыков на занятиях по английскому языку в университете. Обладая огромным потенциалом, визуализация помогает улучшить понимание, запоминание, стимулирует речевую активность, а также делает процесс изучения иностранного языка более увлекательным. Автор представляет данные эмпирических исследований, подтверждающие эффективность визуализации в совершенствовании коммуникативных навыков, особенно для студентов, изучающих английский как иностранный язык. В работе дается гайд по использованию средств визуализации на занятиях по иностранному языку, позволяющий интегрировать средства визуализации в коммуникативную программу обучения языку.
Ключевые слова: средства визуализации, коммуникативные навыки, занятия по английскому языку, университет, преподавание языка.

Kolmakova Viktoria Sergeevna
Senior lecturer of Foreign languages department, Sevastopol State University, Russia, Sevastopol

Abstract: This paper delves into the effectiveness of using visual aids, such as info graphics, videos, and multimedia presentations, to enhance communicative skills in English language classes at the university level. The article discusses the potential benefits of visual aids in language teaching, including supporting comprehension, serving as prompts for conversation, and making language input more engaging and memorable for students. Evidence from empirical studies is provided to support the effectiveness of visual aids in improving communicative skills, particularly for EFL learners. Moreover, the author ensures guidance on how to create a comprehensive instructional plan for the use of visual aids in language classes at university, integrating visual aids into a comprehensive and communicative language learning curriculum.
Keywords: visual aids, communicative skills, English language classes, university level, language teaching.

English language classes at the university level provide students with the opportunity to improve their language proficiency, particularly in speaking. However, many students often face difficulties in developing their communicative skills, which can hinder their academic success. In order to tackle this issue, this research article aims to explore the effectiveness of using visual aids, such as info graphics, videos, and multimedia presentations, to enhance communicative skills in English language classes at the university level. By identifying the benefits and strategies of incorporating visual aids in language teaching, this article provides teachers with evidence-based approaches to improve communicative skills. For a well-rounded language learning experience, teachers should carefully assess the appropriateness and integration of visual aids in their teaching practices and supplement their use with a range of instructional strategies [3].

To begin with, the potential benefits of visual aids in language teaching should be examined. Visual aids, such as realia, info graphics, videos, and multimedia presentations, have been widely recognized as valuable tools in language teaching. According to Clark and Paivio’s dual-coding theory, information presented through both visual and verbal channels is more likely to be retained and understood by learners, as visual aids provide context and support comprehension. When students are able to see a visual representation of the vocabulary or topic being discussed, they are better able to understand and retain the information. This can be especially helpful for students who are visual learners or who struggle with language comprehension [8].

In addition to supporting comprehension, visual aids can also serve as prompts for conversation and speaking practice. For example, a picture or video can be used as a starting point for a discussion or role play activity, helping students to practice speaking in a contextualized and meaningful way. This can be particularly beneficial for developing fluency and communicative competence in a foreign language.

Along with it, visual aids can help to make language input more engaging and memorable for students. Research has shown that visual stimuli can enhance motivation and attention in language learning, leading to improved language acquisition and retention. By incorporating visual aids into speaking activities, instructors can create a more interactive and dynamic learning environment, which can be especially fruitful for university-level students who may be more easily bored or distracted [4].

However, it is crucial to highlight that the effectiveness of visual aids in developing speaking skills in foreign language classes can depend on a number of factors, including the quality and relevance of the visual materials, the instructional context, and the individual learning styles and preferences of the students. Furthermore, the use of visual aids should be carefully integrated into a comprehensive and communicative language learning curriculum, rather than being used as a stand-alone teaching method.

Several empirical studies have provided evidence supporting the effectiveness of visual aids to improve speaking skills in English language classes, especially for EFL and ESL learners. For example, a study conducted by Wang found that students who were exposed to visual aids in language teaching exhibited higher levels of speaking proficiency and confidence [2]. Additionally, a case study by Johnson explored the impact of using visual aids in university-level language classes, and reported significant improvements in students' speaking skills and overall language performance [6]. The next study by Zhang examined how the use of visual aids such as pictures, diagrams, and videos impacted the speaking performance of EFL (English as a Foreign Language) learners. The results showed a significant improvement in speaking skills among the participants who were exposed to visual aids compared to those who were not. Streeter in his turn conducted a study to investigate the impact of visual aids on the speaking performance of English language learners. The findings indicated that the use of visual aids, such as graphs, charts, and pictures, led to a noticeable improvement in the participants' speaking skills and confidence when communicating in English [7].

Z. Adnan highlights the importance and effectiveness of visual aids in various contexts, such as presentations, teaching, and marketing. The author emphasizes the impact of visual aids in capturing and maintaining the audience's attention and argues that visual aids do not only enhance the overall presentation but also serve as a powerful tool for conveying complex information in a simplified and engaging manner. Furthermore, the article delves into the different types of visual aids, including charts, graphs, images, and videos, and discusses how each type can be effectively utilized to support and reinforce the speaker's message. The scholar also explores the role of visual aids in educational settings, stating that they can significantly improve students' understanding and retention of information. He highlights the benefits of incorporating visual aids into teaching, including increased engagement and the facilitation of learning for students with diverse learning styles. In conclusion, the article makes a compelling case for the effectiveness of visual aids in communication. By utilizing visual aids effectively, presenters, educators, and marketers can enhance the impact of their message and achieve greater success in engaging and influencing their target audience [1].

Thus, taking into consideration the empirical studies, visual aids can be effective tools for developing communicative skills in foreign language classes at the university level. By providing context, prompting speaking practice, and enhancing engagement, visual aids can support language learning and speaking skill development. However, it is important for instructors to carefully consider the appropriateness and integration of visual aids in their teaching practices, and to supplement their use with a variety of other instructional strategies for a well-rounded language learning experience.

Firstly, in order to create a well-rounded instruction for the use of visual aids, it is feasible to identify learning objectives. Before incorporating visual aids into language instruction, it is crucial to establish clear learning objectives. These objectives should align with the curriculum, and the visual aids selected should support the achievement of these objectives.

Secondly, teachers should select appropriate visual aids. The selection of visual aids should be based on their relevance to the learning objectives, the level of the students, and the cultural context being studied. Using a variety of visual aids can cater to different learning styles and keep the instruction dynamic.

Thirdly, to ensure that visual aids are effectively utilized, students need guidance on how to interpret and analyze them. Instruction should include strategies for understanding cultural context, inferring meaning, and using visual aids to support language comprehension.

Fourthly, educators should incorporate interactive activities. Interactive activities that involve visual aids can enhance engagement and promote active learning. For example, students can describe or analyze visual representations, compare and contrast different cultural elements, or create their own visuals to represent language concepts.

Fifthly, reflection and analysis are to be encouraged. After using visual aids, students should be encouraged to reflect on their experiences and analyze how the visual aids contributed to their learning. This can be done through class discussions, written reflections, or assessments that require students to articulate their understanding.

Finally, measuring the impact of visual aids on language learning is essential for refining instruction. It can be done through formative assessments, student feedback, and observation of student engagement and comprehension during visual aid-based activities [5].

To put it under umbrella, the incorporation of visual aids in English language classes at university can significantly contribute to the development of communicative skills among students. By leveraging the benefits of visual aids and implementing effective strategies, educators can create a dynamic and enriching learning environment, fostering students' speaking proficiency and communication abilities. Thus, it is essential for language educators to recognize the potential of visual aids and integrate them into their teaching practices in order to enhance students' language learning experiences. However, effective implementation of visual aids requires a well-rounded instructional approach, as a well-rounded instructional plan for the use of visual aids in language classes at university should encompass the selection, interpretation, and analysis of visual aids, as well as interactive activities and assessment. By following these guidelines, teachers can create a comprehensive approach that anchors language learning competence.

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2. Chen S. Y., Wang L. C. Utilizing Visual Aids to Facilitate English Teaching and Learning in the EFL Classroom // Journal of Applied Linguistics. 2023. № 9 (2). pp. 187-201.
3. Chen Y., Roberts M. The role of visual aids in promoting speaking skills in ESL classrooms // ELT Journal. 2022. № 76(1). pp. 78-95.
4. Johnson A. The impact of visual aids on speaking proficiency in university-level language classes // Journal of Language Teaching and Research. 2018. № 9 (3). pp. 610-622.
5. Kao C. H., Lin T. J. The Effect of Visual Aids in English Language Teaching // Journal of Language Teaching and Research. 2023. № 14 (3). pp 557-571.
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8. Smith, J. A., Brown K. L. The Use of Visual Aids to Enhance English Language Proficiency in Young Learners // TESOL Quarterly. 2023. № 47(1). pp. 89-104.