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Combining Audio and Visual Aids in Teaching Vocabulary

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Combining Audio and Visual Aids in Teaching Vocabulary

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dc.contributor.advisor Krzyszpień, Jerzy [SAP11009096] pl
dc.contributor.author Rozenek, Emilia pl
dc.date.accessioned 2020-07-26T16:45:08Z
dc.date.available 2020-07-26T16:45:08Z
dc.date.submitted 2015-09-09 pl
dc.identifier.uri https://ruj.uj.edu.pl/xmlui/handle/item/206987
dc.language eng pl
dc.title Combining Audio and Visual Aids in Teaching Vocabulary pl
dc.title.alternative Łączenie środków audio oraz środków wizualnych w nauczaniu słownictwa pl
dc.type licenciate pl
dc.abstract.pl In my teaching practice I had an opportunity to observe that teaching young learners is quite a demanding job, which requires not only creativity, but also patience from the teacher. I saw for myself that it is difficult to keep the students concentrated throughout a whole lesson as they are cheerful, active, engrossed in many things not focused and sometimes unruly. Therefore, I have realised that theory and practice are two different things, which means that it seems impossible to conduct a lesson without having any problems. Let me remind that the topic of the project is teaching vocabulary to young learners via integrated audio and visual aids. Therefore, after having read many methodological books, I decided to concentrate on teaching this aspect of language especially using the two kinds of teaching aids combined. It seems to me that ten-years-olds learn new words very fast and the chosen technique appeared to be appropriate to their level. When writing theoretical part I presented a description of the group I have been teaching, discussed reasons for and ways of teaching vocabulary by means of integrated audio and visual technologies. When conducting the five different lessons I attempted to combine the aids as the majority of my students are either visual or auditory learners. So the chosen technique seemed to appeal to their different sensory learning styles. Taking into account the technique mentioned above, I would like to indicate some problems connected with using combined teaching aids such as: synchronising both aids, which requires a good organisation and divisible attention from the teacher and is probably the best for the presentation stage when the students are not absorbed by doing tasks. However, the chosen technique does appear to be invaluable as it adds clarity to presentations, variety to lessons, motivates the students to be active and contributes to better understanding of material. Summarizing, the theoretical part of the paper was carried out in the practical one quite successfully. The chosen technique appeared to work with the group I have been teaching as the students assimilated the new material. During my teaching practice I learnt two things, namely, instructions must be short and clear and since the lesson lasts only forty-five minutes, the time need to be watched carefully. pl
dc.abstract.en In my teaching practice I had an opportunity to observe that teaching young learners is quite a demanding job, which requires not only creativity, but also patience from the teacher. I saw for myself that it is difficult to keep the students concentrated throughout a whole lesson as they are cheerful, active, engrossed in many things not focused and sometimes unruly. Therefore, I have realised that theory and practice are two different things, which means that it seems impossible to conduct a lesson without having any problems. Let me remind that the topic of the project is teaching vocabulary to young learners via integrated audio and visual aids. Therefore, after having read many methodological books, I decided to concentrate on teaching this aspect of language especially using the two kinds of teaching aids combined. It seems to me that ten-years-olds learn new words very fast and the chosen technique appeared to be appropriate to their level. When writing theoretical part I presented a description of the group I have been teaching, discussed reasons for and ways of teaching vocabulary by means of integrated audio and visual technologies. When conducting the five different lessons I attempted to combine the aids as the majority of my students are either visual or auditory learners. So the chosen technique seemed to appeal to their different sensory learning styles. Taking into account the technique mentioned above, I would like to indicate some problems connected with using combined teaching aids such as: synchronising both aids, which requires a good organisation and divisible attention from the teacher and is probably the best for the presentation stage when the students are not absorbed by doing tasks. However, the chosen technique does appear to be invaluable as it adds clarity to presentations, variety to lessons, motivates the students to be active and contributes to better understanding of material. Summarizing, the theoretical part of the paper was carried out in the practical one quite successfully. The chosen technique appeared to work with the group I have been teaching as the students assimilated the new material. During my teaching practice I learnt two things, namely, instructions must be short and clear and since the lesson lasts only forty-five minutes, the time need to be watched carefully. pl
dc.subject.pl nauczanie słownictwa, szkoła podstawowa, środki audio, środki wizualne, łączenie pl
dc.subject.en teaching vocabulary, primary school, audio aids, visual aids, combining pl
dc.contributor.reviewer Kowalewska, Dagmara [SAP11015378] pl
dc.contributor.reviewer Krzyszpień, Jerzy [SAP11009096] pl
dc.affiliation Wydział Filologiczny pl
dc.identifier.project APD / O pl
dc.identifier.apd diploma-99839-127185 pl
dc.contributor.departmentbycode UJK/WF6 pl
dc.area obszar nauk humanistycznych pl
dc.fieldofstudy filologia angielska z językiem niemieckim pl


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