Psychological features of visual aids in teaching English

If you take a retrospective look at the history of the development of civilization, it is not difficult to establish that people have always resorted to the use of auxiliary means for the success of teaching the younger generation. So, for example, data from archaeological excavations indicate that in very distant times, parents taught their children to count with the help of multi-colored pebbles, animal bones and other objects. At a later time, as it became known from literary sources, our colleagues who lived in ancient society, when teaching literacy, used waxed tablets, on which they wrote with a pointed metal rod - a stylus. By the way, this word (stylo), meaning "eternal feather", has survived in modern French.

The significant progress of science and technology in the 19th century, the further development of the capitalist mode of production led to the industrial revolution, as a result of which many new technical devices and machines appear, including those designed to serve the sphere of human life. If you take a retrospective look at the history of the development of civilization, it is not difficult to establish that people have always resorted to the use of auxiliary means for the success of teaching the younger generation. So, for example, data from archaeological excavations indicate that in very distant times, parents taught their children to count with the help of multi-colored pebbles, animal bones and other objects. At a later time, as it became known from literary sources, our colleagues who lived in ancient society, when teaching literacy, used waxed tablets, on which they wrote with a pointed metal rod - a stylus. By the way, this word (stylo), meaning "eternal feather", has survived in modern French.

The significant progress of science and technology in the 19th century, the further development of the capitalist mode of production led to the industrial revolution, as a result of which many new technical devices and machines appear, including those designed to serve the sphere of human life. If you take a retrospective look at the history of the development of civilization, it is not difficult to establish that people have always resorted to the use of auxiliary means for the success of teaching the younger generation. So, for example, data from archaeological excavations indicate that in very distant times, parents taught their children to count with the help of multi-colored pebbles, animal bones and other objects. At a later time, as it became known from literary sources, our colleagues who lived in ancient society, when teaching literacy, used waxed tablets, on which they wrote with a pointed metal rod - a stylus. By the way, this word (stylo), meaning "eternal feather", has survived in modern French.

The significant progress of science and technology in the 19th century, the further development of the capitalist mode of production led to the industrial revolution, as a result of which many new technical devices and machines appear, including those designed to serve the sphere of human life. 1 The first technical means; training were light projection devices, which projected images applied to transparent glass, in a darkened room on a white wall or a special screen. A candle, a kerosene or an electric lamp could be used as a story of light. How much the demonstration of static images was a miraculous act for that time, can be judged by the name of the device itself. - "magic lantern" (laterna magica).

The history of more or less widespread use of technical means in teaching foreign languages begins in the first and second decades of our century, when the "miracle of the century" appeared - a gramophone record.

The development of radio engineering, the commissioning of broadcasting radio stations led to the fact that already in the 30s of this century, the radio centers of London and Berlin began broadcasting lessons, respectively, of English and German for students of foreign languages on their own. However, the imperfection of the detector radio receivers of that time, the low power of radio stations, which in this connection sent educational radio broadcasts over short distances, did not allow teaching foreign languages with the help of radio on a large scale. 2.

A little later, the world witnessed new outstanding inventions - first electromechanical, then optical sound recording on (film), and in the 40s-50s -magnetic sound recording, the use of which, according to the general opinion prevailing among many of our foreign colleagues, opened a completely new era in teaching languages in general and foreign languages in particular. Giving a more restrained and at the same time realistic assessment of this teaching tool, it should be noted that it, like other aids, has its strengths and weaknesses, and therefore its use should always be methodologically justified. At present, the technicalization of the educational process continues to intensify; vigorous attempts are being made to significantly increase the efficiency of teaching by using teaching machines of various types thanks to the means of television, both broadcast and, in particular, closed-circuit television. The time is not far off when video recording will firmly enter the teaching and educational process in foreign languages as an auxiliary tool with great didactic and psychological capabilities, and in the future, the introduction of highly effective simulators that will be able to analyze the sounding speech and offer the student appropriate corrections.

Having considered in general terms the development of tendencies - more and more intensive use of auxiliary means in teaching foreign languages - let us dwell further on the very concept of auxiliary means ".

In determining this, it is necessary, first of all, to proceed from the very large range of available means, both non-technical and technical. In accordance with this, it is impossible to refer to auxiliary teaching aids only traditional means of visualization - tables, pictures, diagrams, etc., which, in fact, are not special for teaching foreign languages and therefore are widely used in the study of many other educational subjects. On the contrary, it is necessary to refer to the special means first of all those that show their specificity precisely in teaching languages. This refers to the means of auditory visualization, i.e. background materials of various types. Other technical devices can also be classified as auxiliary devices, including such complex ones as electronic classrooms, electronic computers, etc., if they are used in teaching a foreign language. Therefore, it is necessary to include all teaching instruments as auxiliary means, i.e. from handouts of didactic material (cards with letters, syllables, words, numbers, speech samples) to the most complex radio-electronic devices (phono halls, electronic classrooms, electronic computers).

If all the means of teaching foreign languages at our disposal are grouped on the basis of certain characteristics, then we can describe their classification, represented, as is often done, in various types. Due to the fact that assistive devices can have a wide variety of characteristics that are often not decisive (size, color, purposefulness, static, dynamism, with or without the presence of language material, with or without a "built-in" program of speech actions, etc.) etc.), then it seemed more appropriate to take as a classification basis the most general criteria in terms of content, one of which is the method of demonstration, due to the presence or absence of a technical device. Thus, based on this criterion, all training tools can be divided into non-technical and technical. But this classification is still too general, so it turned out to be necessary to determine the presence of a number of subtypes that would have methodological significance, which would ultimately contribute to an increase in the effectiveness of the educational process.

When learning a foreign language, the above feelings do not play a significant role, at least in the non-advanced stages of learning. Consequently, the dominant channels of the individual's sensory system in the process of mastering a foreign language remain two - auditory and visual, which in certain cases function simultaneously. This gave us the basis to distribute the variety of teaching aids into the corresponding subgroups, depending on the channel of receipt of educational information.

"Экономика и социум" №12(79) 2020