Tài liệu A study on using audio visual aids in teaching vocabulary for students in class 10a5 at thanh son high school

HUNG VUONG UNIVERSITY FOREIGN LANGUAGES DEPARTMENT NGUYEN THI THU A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL B.A. GRADUATION PAPER Field: English Linguistics Supervisor: NGUYEN THI THU HANG, M.A PHU THO, 2019 HUNG VUONG UNIVERSITY FOREIGN LANGUAGES DEPARTMENT NGUYEN THI THU A STUDY ON USING AUDIO-VISUAL AIDS IN TEACHING VOCABULARY FOR STUDENTS IN CLASS 10A5 AT THANH SON HIGH SCHOOL B.A. GRADUATION PAPER Field: English Linguistics PHU THO , 2019 1 PART A: INTRODUCTION 1. Rationale In the modern world, no one denies the importance of English language in the present time as global language. It is clear that English has become more and more dominant around the world. English is also a key to open doors to scientific and technical knowledge which is needed for the economic, politic, social, culture, tourism and many other fields. So, in order to know recent information in the world we are demanded to master English. Because of the important role of English, in Vietnam, English is taught as compulsory subject in most schools throughout the country and also considered the most important foreign language. As a result, English is learnt by the Vietnamese as a means of communication. Learning a foreign language needs some skills and components to be mastered. Among those skills and components, vocabulary is one of the most crucial ones in language learning without which communication is not possible. Harmer (2001) argues that “If languages structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh” (p.246). Wilkins (1972) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. Moreover, McCarthy (1990) underlined the importance “No matter how well the student learns grammar, no matter how successfully the sounds of a foreign language are mastered, without words to express a wide range of meanings, communication in a foreign language just cannot happen in any meaningful way.” Therefore, teaching vocabulary is an important domain which is worth investigating. In addition, the question of how to teach and learn vocabulary effectively is always raised by both teachers and students. As beginners, the 10th graders at Thanh Son high school in general and the students in class 10A5 in particular may face various problems such as mis-pronunciation, mis-spelling, especially when it comes to remembering, they tend to forget almost new words if they are presented merely verbally and in non-motivated situations. As a matter of a fact, teachers should be aware of this issue in the classroom and try to creative a favorable classroom environment, so that learners feel interested an involved. With the rapid growth and availability of technology, language teachers are 2 incorporating different additional aids along with the text books to teach language. Different electronic boards, overhead transparency, multimedia projector, computer, audio and video equipment are making the language teachers’ task easier and dynamic. One of the most qualitative method is using audio-visual aids to facilitate the teaching process. Audio-visual aids are devices which are audible (can be heard) and visible (can be seen) (Hamzah, 1985: 11). By using this aids the students can watch the cartoon video that represent the vocabulary and also listen its pronunciation from the native speaker. Moreover, along with text books, language teachers are likely to use related pictures, audio clips, videos, power point slides, posters and so on in language classrooms. It will make them feel interested in learning vocabulary, because they can watch the image of the object directly. In fact, audio-visual aids are able to attract student’s attention and deepen their understanding of vocabulary. In applying this method, the writer uses repetition to teach vocabulary. Brook (1964) in Fauziati (2005: 34) stated that in repetition, the students repeat an utterance aloud as soon as he has heard it. So, after the students listen to the native speaker of the video and look at the image of the vocabulary, the teacher asks them to imitate and repeat it. The researcher is interested in this study to know more about the contribution of visual aids in teaching and learning process about vocabulary, because many teachers do not know the importance of audio-visual aids for teaching and learning it, and rarely use audio-visual aids in teaching. If my study shows positive results, some teachers may be convinced to use it and may contribute to good achievement of education. Indeed, the writer is interested in finding out benefits in teaching with audio-visual aids as a media in teaching vocabulary to the students in Thanh Son high school. Thus, the author will do a research entitled “A study on using Audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High School”. 2. Previous study 2.1. In the world In 2012, Miss Alia Ben Sola from Mohamed Khider University of Biskra did a research on “The influence of Using Audio-Visual Aids in Teaching English Vocabulary”. This research attempted to examine the effectiveness of audio-visual 3 aids in enhancing pupils’ vocabulary acquisition 3rd year middle school level. It aimed at finding out whether these teaching aids help in leading pupils to well remember new words. To achieve this aim, they relied on two means of research: a questionnaire and a classroom observation. The results obtained from this investigation confirmed our hypotheses and revealed that pupils remember nearly all new words when they encounter them with auditory and/or visual images. In 2013, Nalliveettil George Mathew did a research named “A study on the Usefulness of Audio-Visual Aids in EFL Classroom: Implications for Effective Instruction”. In this study, the researcher showed that a resourceful English language teacher equipped with eclecticism is desirable in English as a foreign language classroom. The challenges of classroom instruction increases when prescribed English as a Foreign Language course books are constituted with too many interactive language proficiency activities. Most importantly, it has become a common phenomenon to integrate language textbooks with audio and video as additional or supplementary resources for classroom language learning activities. A study was conducted on the usefulness of audio-visual aids in EFL classroom at undergraduate level at Aljouf University, Saudi Arabia. Findings of the study give insights on EFL students’ approach to using technological aids. 2.2. In Viet Nam In Hue, Dr. Dang Xuan Thao studied about “An investigation into the use of teaching aids in teaching English at some Primary Schools in Hue city” in 2013. This study attempted to investigate the reality of using teaching aids, kinds of teaching aids and how to use these aids effectively in teaching English. It explores the benefits and the difficulties of using teaching aids in teaching and learning English. In addition, this research finds out the possible solutions of using teaching aids to motivate and improve the English teaching and learning quality. In 2007, Truong Quang Khanh had studied about “Using teaching aids in a language class”. The research used mathematical statistical method to count some popular teaching aids which using language class. The study analysis was about advantages and disadvantages of these teaching aids. It would help teacher choose and use teaching aids suitably and easily. This is the first time the study about ““A study on using audio-visual aids in 4 teaching vocabulary for students in class 10A5 at Thanh Son High school” is carried out at Hung Vuong University. Apart from the other studies, the researcher will find out advantages and disadvantages when using audio-visual aids in teaching vocabulary at Thanh Son high school in general. And then the researcher proposes some suitable suggestions. 3. Aims of the research The aims of the research consist of: - Finding out the real situation of teaching and learning vocabulary in class 10A5 at Thanh Son High school. - Applying audio-visual aids in teaching vocabulary for students in class 10A5 at Thanh Son High school. - Finding out advantages and disadvantages in teaching vocabulary with audiovisual aids. - Giving some suggestions to deal with those disadvantages. 4. Research questions This research relies mainly on the following questions: 1. How is audio-visual aids used to teach vocabulary at Thanh Son High school? 2. What difficulties and benefits of using audio-visual aids in teaching and learning vocabulary? 3. What should be done to use audio-visual aids in vocabulary teaching and learning effectively? 5. Methodology and data collection instruments 5.1. Research methods In order to accomplish this study systematically and adequately, the following methods were used Theoretical research method: Reviewing the relevant documents about using audiovisual aids in teaching and learning to provide the background of the thesis. Surveying method: To complete the thesis, two questionnaires are given to the students and teachers in order to investigate the current situation teaching and learning vocabulary at high school. Mathematical statistical method: Calculating the data collected from survey questionnaires and observation to get the final results. 5 Experimental method: This method was used to find out about the effectiveness of using audio-visual aids in teaching and learning vocabulary. 5.2. Data collection instruments Questionnaires: Survey questionnaires was used to collect information about the situation of teaching and learning vocabulary such as their understanding, teachers’ teaching methods and the ways students learn vocabulary, their interest in using audiovisual aids in learning vocabulary. Classroom observation: Classroom observation was gave to record more information from teachers and learners during lessons in order to find the effectiveness in using audio-visual aids in teaching and learning vocabulary. Experiment: The author carried out experiment to find out advantages and disadvantages in using audio-visual aids in teaching and learning vocabulary. 6. Significance of the research The author hoped that this research would bring about some benefits in the teaching of English language in general, and especially in teaching English vocabulary. The students would more interested and motivated to engage in the lesson and especially they were expected to use their active vocabulary successfully. The teachers can be able to determine better teaching materials, and they can use the result of this research for more effective application of audio-visual aids in teaching English vocabulary. 7. Design of the research The research consists of 3 parts and references Part A: Introduction Part A provides a general introduction of the study with the specific reference to the rationale, research purpose, research questions, significance of the research, methodology and the design of the study. Part B: Content Part B is sub-divided into four chapters Chapter 1: Theoretical background. Chapter 1 focuses on the aims to study theory related to vocabulary, teaching aids, teaching vocabulary using audio-visual aids, procedure in teaching using audio-visual aids. Chapter 2: Methodology In this chapter, the researcher mentions the setting of the study, the participants, 6 research methods, the data collection instruments and research procedure, the data analysis and a brief summary Chapter 3: The use of audio-visual aids in teaching and learning vocabulary for students in class 10A5 at Thanh Son High school Chapter 3 presents the real situation of teaching and learning vocabulary for students in class 10A5 at Thanh Son High school, carry out experiment and then evaluate the effectiveness of the experiment. Chapter 4: Suggested solutions to improve the use of audio-visual aids in teaching vocabulary This presents the pedagogical implications in teaching and learning vocabulary with audio-visual aids. Part C: Conclusion Part C presents summary of the study, limitations of the study and suggestions for further study. 7 PART B: CONTENT CHAPTER 1: THEORETICAL BACKGROUND 1.1. What is English teaching methodology? The word “methodology” is itself often misinterpreted or ill-understood. It is usually given lip-service as an explanation for the way a given teacher goes about his/her teaching, a sort of umbrella-term to describe the job of teaching another language. Most often, methodology is understood to mean methods in a general sense, and in some cases it is even equated to specific teaching techniques. It does (or should) in fact mean and involve much more than that. The researcher has found that Brown’s (1994:51) definitions (reflecting current usage at the time and drawn from earlier attempts to break down and classify elements to do with methodology) are the most useful: Firstly, methodology- The study of pedagogical practices in general (including theoretical underpinnings and related to research). Whatever considerations are involved in “how to teach” are methodological. Secondly, approach - Theoretical positions and beliefs about the nature of language, the nature of language learning, and the applicability of both to pedagogical settings. Thirdly, method - A generalized set of classroom specifications for accomplishing linguistic objectives. Methods tend to be primarily concerned with teacher and student roles and behaviors and secondarily with such features as linguistic and subject-matter objectives, sequencing, and materials. They are almost always thought of as being broadly applicable to a variety of audiences in a variety of contexts. Fourthly, curriculum/syllabus - Designs for carrying out a particular language program. Features include a primary concern with the specification of linguistic and subject-matter objectives, sequencing, and materials to meet the needs of a designated group of learners in a defined context. Finally, technique - Any of a wide variety of exercises, activities, or devices used in the language classroom for realizing lesson objectives. What is a method? More than three decades ago, Edward Anthony (1963) gave us a definition that has quite admirably withstood the test of time. His concept of method was the second of three hierarchical elements, namely, approach, method, and technique. An approach, according to Anthony, was a set of assumption dealing with 8 the nature of language, learning, and teaching. Method was defined as an overall plan for systematic presentation of language based on a selected approach. If followed that techniques were specific classroom activities consistent with a method, and therefore in harmony with an approach as well. Some disagreement over Anthony’s definition can occasionally be found in the literature. For Richards and Rodgers (1986), method was an umbrella term to capture redefined approaches, designs, and procedures. Similarly, Prabhu (1990) thought of method as both classroom activities and the theory that informs them. Despite these and a handful of other attempted redefinitions (see Penny cook, 1989) still commonly refer to methods in terms of Anthony’s earlier understanding. For most researchers and practicing teachers, a method is a set of theoretically unified classroom techniques thought to be generalizable across a wide variety of contexts and audiences. Thus, for example, we speak of the classroom tasks and activities which are consonant with what we know about second language acquisition and which are also in keeping with the dynamics of the classroom itself. 1.2. Teaching and learning vocabulary 1.2.1. Definition of vocabulary The term vocabulary is defined in different ways. So far many linguistics have given out their different definitions of word. Some define it according to semantic criterion while others refer to it according to the phonological or potential one. According to Mackey (W.T 1978): “Vocabulary is the total number of all the words and multi-word items whose meanings can not be deduced from the analysis of the component words”. Penny Ur (1995) in book “A course in Language Teaching” said that: “Vocabulary can defined roughly, as the words we teach in foreign language. However, a new item of vocabulary may be more than a single word, and multi-word idioms”. Thornbury stated that: “Vocabulary or lexis in English are frequently used interchangeably”. Many definitions have been proposed for the term ‘vocabulary’; however, they are still limited and need extra clarifications. Richards and Renandya (2002:81) stated: “Vocabulary is a core of language proficiency and provides much of the basis to how well learners speak, listen, read, and write”. Richards (2000:70) stated that: “Vocabulary is one of the most obvious components of language and one of the first things applied linguistics turned their attention to”. Todd (1987) argued that: “There is no clear final definition of the word 9 vocabulary”. He suggested that there is the orthographic, morphological, lexical, and semantic aspect of the word. An orthographic word has a space on either side of it. While, a morphological one has a relation with form only and not meaning. Then, a lexical word concerns the various forms of items which are closely related by meaning; and finally, a semantic word considers the distinction between words which are morphologically the same and different in meaning. To sum up all these definitions, we can nearly suggest a definition for the term ‘vocabulary’: it is the number of words that make up a language, and which are used by both individuals and community groups in order to communicate. One important point that should be borne in mind is that any language has its own limited size of words 1.2.2. The importance of vocabulary In every language, vocabulary is very important to convey the idea, express desire and feelings; and to communicate with others. Vocabulary is one of the components, which supports the speakers in communication, whenever we want to communicate with other people using a language. In the Vietnamese Issue (March 2005), it emphasized that “No matter how well the students learn grammar, no matter how successful are the sounds of second language mastered, without words to express a wide range of meanings, comprehension in a language just can not happen in any meaningful way”. “Without grammar, very little can be conveyed, without vocabulary nothing can be conveyed”. (Wilkin, 1000 Phrasal Verbs in Context:110). Agreeing with this opinion, Anderson (2005) said that: “Though we can not deny the role of grammatical knowledge, we must have something to say or have meaning that we wish to express, so only vocabulary help us. Grammar rules are considered as the plan of a house while words are compared with all the necessary materials used to build up the house. There will not, hence, be a system of phonily or grammar without words. It is the vocabulary- the most important dimensions as mentioned above that reflects the social life directly.” It is the truth “language structures build up the skeleton of language and it is vocabulary that provides the vital organs and the flesh. An ability to manipulate grammar structures does not have any potential for expressing meaning unless words used.” (Hammer, 1990). To conclude, vocabulary is the decisive element in language communication. 10 Thus, to have good results in language learning and teaching, especially in learning a foreign language, learners are required to have a wide knowledge of vocabulary because the more words learners know, the better they can study English. The main objective of learners is to understand and to be understood in communication with others. In order to achieve the objective, the learners must to study as many words as possible. The more words they know, the more confident they are in communication. If one does not have adequate vocabulary, he will feel reluctant to express himself in oral forms Vallace (1982) said: “Failure to find the word one need to express himself is the most frustrating experience in speaking another language.” In communication, if ones uses English grammar incorrectly, it may be that others people still can understand his ideas, but he misses words, people will misunderstand him and it is a failure for him, it is quite hard to build up a successful conversation. It emphasizes that when teaching vocabulary to learners, the teachers should give words with means of combination with other words in utterance, which make the statement meaningful, and also help the learners how to suitable words in each context and situation. To sum up, the ideas are mentioned above showed the important role of vocabulary. So vocabulary learning and teaching are really significant, at the present when foreign language is taught in the light of Communicative Approach. 1.3. Overview of teaching aids 1.3.1. Definition of teaching aids Susan Rickey (2002) said that, teaching aids are materials that the classroom teacher uses to help students understand the concepts she introduces during her lessons. These teaching aids can take numerous forms, from the beans students might count while learning simple math in kindergarten to the photos of famous people and places teachers might display during a history lesson. According to Wingard, P. (1996), teaching aids are anything from a detailed syllabus, a text book to audio, visual and audio-visual equipment that is used to facilitate and better the result of teacher’ teaching and learner’ learning. They are regarded as the useful servants not masters of the language teaching and learning process. They appear because of the need of this process. 11 1.3.2. Kinds of teaching aids Bowen (1982) indicated from the above definition, teaching aids can be grouped into three main kinds: a. Audio aids Audio aids such as language laboratory (lad for short), radio, cassette, tape, teachers’ and learners’ voice, etc., are often used for listening comprehension practice. The language lab, for instance, is the modern, ideal listening equipment installed in special room in which a large group of learners can simultaneously practice listening and speaking the target language independently or under the teacher’s guidance. But it is very costly and troublesome to use in terms of economy and technology. Therefore, it may be something to show off rather than use for daily practical purpose. In language class at school in Vietnam, a cassette-tape player, the teacher’s and learner’s voice may be the best for language learning and practicing. Moreover, the cassette tape player is cheap to buy, convenient and effective to use in any place of the classroom. b. Visual aids Visual aids are anything visible to learners, which the teacher uses for different teaching purpose in the class. They may be objects, pieces of classroom furniture, pictures, cut-outs, drawings, cards, charts, maps, teacher and learners themselves and so on. They are rich in forms, cheap to make, easy to find, convenient and effective to use in a language class. c. Audio-visual aids Audio-visual aids are the combination of the audio and visual aids for convenient, multipurpose use in language class, e.g. television, recorded film, video, plays, etc. They may be good for listening, speaking and other language skill activities but they are rather expensive and complicated to use in the classroom, especially in remote, poor area, it may be impossible to have, let alone use them. Among these three main kinds of teaching aids, audio-visual aids are the effective techniques in a language class, which Vietnamese teachers can find and use when teaching vocabulary. 1.4. Audio-visual aids in teaching and learning vocabulary 1.4.1. Definitions of audio-visual aids Audio-visual aids, as it is clearly stated by the name, are kind of useful aids and materials which help both learners and teachers in acquiring and teaching a language, 12 in our case English as a foreign language. Many scholars and different websites have provided suitable definitions for audio-visual aids. The following are some definitions taken from different scholars’ views. According to Singh (2007) said that audio visual is a combination of two words, audio which refers to what we can hear; Whereas, visual refers to what we can see. In other words, it is any device which by sight or sound increases the individuals’ experience in classroom. Kinder S. James stated that: “Audio visual aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic”. In addition, Gandhiji asserted that: “True education of the intellect can only come through a proper exercise and training of bodily organs: hands, feet, eyes, ears, and nose”. Moreover, according to Edgar Dale audio visual aids are those devices by the use of which communication of ideas between persons and groups in various teaching and training situations is helped. These are also termed as multi- sensory materials. In 2011, McKean and Roberts (1978) defined: “Audio visual aids are supplementary devices by which the teacher, through the utilization of more than one sensory channel is able to clarify, establish and correlate concepts, interpretations and appreciations.” To sum up, the audio-visual aids includes, but they are not limited to, those auditory and visual materials used by teachers in order to facilitate the task of teaching/learning and create a more relaxed atmosphere in the classroom. 1.4.2. Types of audio-visual aids Languages are not fixed but constantly changing, so are the media; Internet, computer, television, radio and newspaper which are extraordinarily rich sources of language in use (Cakir, 2006). Audio visual aids are those materials which involve the both audible and vision senses and provide update information such as: a. Computer and internet Computer is the most popular equipment used for the language laboratory. It is considering as a crucial device that offers a great help to teachers and students when they are practicing language activities. The use of computer and the internet continues increased as an extraordinary speed in the teaching of English languages (Harmer, 2001). Harmer (1998) suggested the main uses of computer in English language teaching are: - Computer has all the functions that students or teachers require in use English language such as: CDs, audio, separate or integral modern etc. It is both fast and has 13 big enough memory for the tasks that individual work with it. - Computer system as an enormous references tools, it includes encyclopedia on CDs, dictionaries and language corpuses which produce materials. - There are materials in computer designed for learners specially are CDs attached the courses with work exercises, film clips, and interactive listening materials. - If internet are available in computer, students can contact with others through e-mail and be in touch with native speaker. The internet can be a rich source of authentic oral models via recorded songs, talking electronic books, podcasts and video clips that help learners with pronunciation as well as acquisition and reinforcement of new vocabulary (Motteran, 2013). It is regard as genuine new medium of linguistic communication (Crystal, 2002). Also, the Internet considered as the richest source of gathering authentic materials through downloading videos, audio or in written form. Using it allows learners to search through millions of files from different available websites, they can access authentic materials such as newspaper, magazine articles, news broadcast, movies and so on. (Rozgiene and Medvedeva, 2008). Furthermore, Browsing through the internet allow the students to develop their skills, by reading authentic materials available on websites, listening to foreign music and so on. In conclusion, computer and internet are necessary techniques to teach effectively vocabulary. Also, the Internet considered as the richest source of gathering authentic materials through video, movies, …The teacher can ask the students to find out as much information as possible. It’s convenient in using computer and internet. b. Videos Videos have a greater impact on learners who prefer and can learn simultaneously by seeing and hearing. Using video brings movement, pictures and sound into presentation, the learners can enjoy actions of the dialogues; copy the movements of speakers while practicing pronunciation. In addition, through videos, teachers can show film, TV programmes, coursebook excerpts and home-produced efforts (Harmer, 2007). Recently, videos considered as an educating strategy used to involve students to engage on the content of what they are seeing and hearing in order to cutch the language features. One of the main benefits of using videos for students is the chance of display what they have done and gets feedback on from classmates and teacher 14 (Harmer, 1998). Furthermore, bringing videos film has great advantages. It can be as an effective way for teachers to motivate students with real life language input and develop their production skills. According to Akram (2012) stated that: “When teacher supplements his teaching with some video films it refers to as video-aided teaching. Advantage of utilizing video cassette is observed when a teacher has full control over equipment and learning i.e. beginning, ending and reviewing of the film and the attached learning that occur by watching that particular film”. To sum up, videos stimulate and engage students creating interest and maintaining that interest for longer periods time, and they provide an innovative and effective means for educators to address and deliver the required curriculum content. c. Television Malik & Pandith (2011) have defined the television (TV), as queen of audio-visual aids or the electronic blackboard of the future, and suggested a numerous of educational values of using television in classroom are as following: - It permits the use of the best available teacher to teach a subject for a large number of student viewers. It preserves the expert teaching skills of such teachers on video tape or film for later use. - It provides the teacher an opportunity to observe the instructional methods and ideas of their experts and to increase his own knowledge of teaching methods and stimulate new ideas. - It helps in improving the pronunciation of the students. Listening, speaking and understanding abilities of the learners can be improved. - It makes quick and lasting visual impressions which can often reduce the time necessary to teach an idea or technique. - The use of different types of audio- visual aids by the teachers in their classrooms is expensive. On the television such lessons involving the use of many aids may be telecasted. It will reduce the expenditure on teaching. It can also motivate the viewers i.e., create greater interest in learning. Furthermore, television may offer programs that help teachers and learners in supplement teaching and learning in classroom such as foreign educational programs, sports, movies that are made with native speaker, those programs can be as source of information; it provides valuable knowledge. Into the classroom context, television 15 introduces entertainment, increase audience motivation and additional learning opportunities (Alkhuli, 2006). Within EFL classroom, teacher can use Television as an additional source of information it brings native speakers’ culture and language, students will experience the real language and its use. Heimann (1963) stated that, “Television is the richest and most versatile of the mass media when it comes to presenting a photographic and auditory picture and interpretation of the universe”. In conclusion, television has variously benefits in teaching and learning vocabulary. Learning through television, whatever you watch, can expand the grammar because you are hearing the language in use, freely and uninterrupted. Also there are some words that are not found in the English dictionary that learners use, slang words are fairly common and these can be heard used in their proper context on television- this includes movies, talk shows, etc. Moreover, learning through television is very good for pronunciation because the learner can actually hear the words spoken as they should be, as long as they know that they are watching American as opposed to British or vice versa. In addition, the learner can also get used to different accents, as if they vary the programs they watch, they will find that American- English is slightly different to English- English. For one thing the accents are worlds apart, the terms used are not the same and the play of words is different. d. Movies Films or movies represent an effective instructional device calling up auditory as well visual senses of the learners. They are useful and suitable tools in order to cutch the students’ attention. Besides, it creates interest among them towards effective learning. In a film context, the viewer can travel for a long distances and move through countries of time, sets pictures of places, persons and activities (Singh, 2007). “Watching English-language films with subtitles is also a very good way of getting appropriate listening practice.” (Harmer, 2007: 256), listening and hearing foreign movies or films which native speakers are performing, it brings the reality to the classroom and make the context of teaching attractive, interesting. “The selected film should be suitable to the psychological development and social background of the learners, for whom it being used” (Singh, 2007: 248). Teacher should be care of the selection of movies’ themes that is closer to the interest of learners and can motivate 16 them to learn; Students can acquire vocabulary from the films’ events for instance: restaurant, shopping situations, improve their pronunciation with the help of an example that provided by the film. In conclusion, watching English movies is a good way to learn better English. This is an audio-visual method of learning. This technique enhances our vocabulary. Watching movies can make our listening skill improved to maximum level. When watching English movies, students usually will hear the actors and actress spoken English in different accent, or tone. In addition, if we think about speaking skill, watching movies is here again a great method to improve this section. Watching English movies, students will be better in pronouncing words in English. It is because when watching an English movie, students will hear the true pronunciation of a word from actors or actress. The pronunciation that told directly by actor in the movie will give the good effect for the student to know about the original pronunciation and it’s like native speaker. 1.5. Educational values of using audio visual aids Merdas (2015) agreed that the use of audio-visual aids gives maximum exposure to real life context in classroom. It provides opportunities both to the teacher and learners to practice languages as if they are in native speakers’ countries. The following points mentioned the main benefits and importance of using audio visual aids suggested by different viewers. According to Hamdi Hocine (2002) audio- visual aids help teachers to make teaching and learning process more effective and interesting. The use of different audio-visual aids reduces the passiveness of the classroom interaction and makes it lively and interesting; It supports the concepts that the speakers are trying to convey instead to communicate in words. Besides, Malik & Pandith (2011) stated that: “Audio- visual aids help teachers to develop creative power of the learners. By providing the different types of equipments, the learners involve their all faculties in order to create or develop something new”. With the proper use of A.V.A. students learn more rapidly and remember the facts, thus learned, for longer time. It breaks the monotony of the formal type of teaching and makes learning more natural and easy (Singh, 2007). Akram (2012) said that uses of audio-visual aids provide freedom to the students. They can discuss, comment and express their opinion which they cannot while a typical teacher lecture wants them to 17 work, it provides immense opportunities to the pupils to see handle and manipulate things. In addition, Akram (2012) confirmed that Audio visual aids are the best motivator tools. Students work more interest and excited since they expand real experience compared to the traditional classroom. Moreover, according to JoomlArt.com (2015) clear images are formed when individual see, hear, touch, taste and smell as human experiences are direct, concrete and more or less permanent. Learning through the senses becomes the most natural and consequently the easiest. Everyone agrees to the fact that the first hand experience is the best type of educative experience but such an experience cannot always be provided to the pupils and so in some situations certain substitutes have to be provided. For this we find a large number of inaccessible objects and phenomenon. 1.6. Obstacles that hinder the implementation of audio-visual aids Using audio visual aids can be helpful for making teaching and learning easy and attractive, effective and permanent, but there are certain challenges and disadvantages can affect negatively the process of teaching and learning. According to Awasthi (2014), using audio-visual aids can be useful for making learning easy, effective and permanent. But there are certain problems hinder the uses of them. Teachers’ inability to use Audio-visual aids properly has emerged as biggest hurdle in utilizing these materials to promote learning and teaching students. This problem is because they lack of the required dedication to learn new ideas of teaching. They are hesitant about bringing new experiments and innovations in their teaching and are far behind in making use of new technology. Luck of funds in providing money in arranging and maintaining the costly audio -visual aids. Where many schools are failed to manage and obtain appropriate materials. School management and teacher has complete focus on marks obtained in examination rather than learning. Due to this attitude by consider investment in implementing audio visual aids as wastage of time and money. Inappropriate teacher trainer programs are seemed another problem prevent the use of technological assistance such as audio visual aids. Those existing teacher training programs are not framed properly to train them about how to use the teaching aids effectively in and outside classroom. Park (1999) said that another drawback is that audio visual aids are time consuming in preparation; it takes time to produce one’s own video or slides. Films may be 18 difficult to obtain, creating a PowerPoint presentation can also be time consuming. Indifference of students- the judicious use of teaching aids arouses interest but when used without a definite purpose they lose their significance and purpose. It has not yet been possible to convince the teacher that teaching with words alone is quite tedious, wasteful and ineffective. In conclusion, current tendency has dealt with the integration of audio-visual aids in teaching and learning process, especially in foreign or second language classroom. However, effectiveness of teaching and learning process depend on both the teacher role and the availability materials utilized inside the classrooms. Audio visual aids are those equipments that should be supplemented in order to enhance the quality of teaching and make the learning process more interested and stimulated. In addition, using audio- visual aids in 10A5 classes give the students experience to the use of language in the real contexts; they will be highly motivated it gives them a sense of success and achievement of target language features. 1.7. Significance of teaching vocabulary with audio-visual aids. Learning and teaching language vocabulary successfully can be realized in using audio visual aids. According to Morgan and Rinvolucri (2004), “With vocabulary, students need to meet, use, and reflect on words many times, in different contexts and settings...before they can be said to have truly learnt a word or phrase”. Several reasons, audio visual materials help students to remember the words better, to recall vocabulary for active usage in speaking and writing as well as it helps the teacher to make the lesson more interesting and beneficial. Students’ intention and curiosity about learning new words are also stimulated when they are exposed to real life contexts. Bringing technology into classroom makes teaching easiest, attractive and excited. In addition, teaching English vocabulary using audio visual aids will be appropriate to learners since it provides an entertainment to the students therefore it will not only leads the language learning learnable but also enjoyable. Moreover, teaching vocabulary is quite difficult for teachers because there are a lot of words and learners cannot remember or use the words they have taught. Teaching vocabulary involves more than teaching the definition of technical or unfamiliar words in texts, teachers need to foster an environment where students feel comfortable using what they know and understand. At this sense, Raphael (1992) confirmed that making