audivisual method

1. The History of Audio-visual Method

This method was developed in the fifties in France at the CREDIF by a team directed by Guberin and Rivene. The principles underlying this method were applied in a small number of programmers prepared and published by CREDIF team, Voix et Images de France, intended for adult beginners, Bonjour Line, an equivalent programe for young children and a revise version of Voix et Images de France entitled De vive voix.

2. The Definition Audio-visual Method

A visually presented scenario provides the chief means of involving the learner in meaningful utterances and contexts. The CREDIF (Centre de Recherche et d’Etude pour la Diffusion du Francais), method as well as the programmers were made widely known through teachers’ courses in which originally a rigid training in the principles of the audiovisual method.

3. The Principal Feature of Audio-visual Method

A visual presented scenario provides the chief means involving the learner in meaningful utterances and contexts

4. The Objective of Audio-visual Method

Language learning is visualized as falling into several stages:

1. This method is particularly applicable in which the learner becomes familiar with everyday language
2. The capacity to talk more consecutively on general topics and to read non-specialized fiction and the newspaper
3. The use of more specialized discourse of professional and other interests

In term of that stages above, the audiovisual method is intended particularly for the first stage.

5. The Technique of Audio-visual Method

Techniques in CREDIF method are
1. The lesson begins with the filmstrip and tape presentation.

2. The meaning of sense group is explained by the teacher through pointing, demonstrating, selective listening, question and answer.


3. The dialogue is repeated several times and memorized by frequent replays of the tape-recordings and the filmstrip

4. The students are gradually emancipated from the tape-and-filmstrip presentation; for example, the filmstrip is now shown without the tape recording and asks the students to recall the commentary or make up their own.

5. The teacher gives the students about the grammatical that is used in the dialogue

6. The Theoretical Assumption in Audio-visual Method

This method seeks a basis in linguistics. It derives its grammatical and lexical content from descriptive linguistic studies.
The learner is encouraged to absorb in a global fashion the utterances he hears on the tape in the context he sees on the screen, in other words, not to analyze. Equally in teaching target language, phonology or grammar, the author insists that intonation, rhythmic patterns and semantic units should not be broken down.

7. The Assessment of Audio-visual Method

It has defined three different levels of language instruction. It has attempted to place language learning into a simplified social context and to teach language from the outset as meaningful spoken communication. The replacement of the printed text of the direct method by a scenario, presented visually by filmstrip and aurally by corresponding tape recordings.
The audiovisual method is open to two major criticism, like the direct method from which much of its pedagogy derives, it has difficulties in conveying meaning; the visual filmstrip image is no guarantee that the meaning of an utterance is not misinterpreted by the learner

8. The Source of Audio-visual Method

The method is described in introduction to the programe with which it was first put into effect, Voix et Image de France (CREDIF, 1961). More recent developments of this method reflected in Renard and Heinle (1969), CREDIF (1971) and Voix et Visage de la France (Heinle et al. 1974)



9. The types of Audio-visual Methods inTeaching

Audio-visual methods in teaching can improve classroom instruction and student understanding. Today, technology offers many possibilities for the teacher reported that wants to capitalize on the appetite of a new generation of multimedia presentations. Lesson plans on the use of the media must be consistent with the objectives of the program and not go wrong.

a. Auditory Learners and Aids

Hearing students are more focused on spoken than written. The recordings of lectures and films are useful for students to auditory and nuances of the language, like the timbre and tone of the gathering. A computer with voice recognition devices will also allow the ear to process and retain information better than reading a manual. Students with hearing impairments will also benefit teachers microphones at a press conference.

b. Visual Learners and Aids

Slide projectors have been replaced by Power Point presentations in class modern, but the concept is the same. Students understand the importance of visual images such as charts, photographs and graphics. Teachers who take the time to write or find visual aids to accompany his lecture with a potential for significant increases in learning. The old adage that “a picture is worth a thousand words” still rings true, especially in today’s image-submerged society.

c. Video Clips

The installation of an age of YouTube and other video clips of the lesson plan can improve the understanding and enjoyment of learning. If an interactive whiteboard with Internet capabilities, there are not many available video clips downloaded from the Internet and can in a Power Point presentation to introduce the classroom. Make the students say the video to prepare, what to expect and what to look for and follow with a discussion of issues related to the curriculum in context.



d. Special Education Students

Students with special needs often require information in different formats, before a concept or process information to understand. Reading a book on the tape during playback, as well as the classroom is a good way to reinforce the material. Videos that focus on the issue of further improving the learning approach can be presented.

e. Not exceed

Audio-visual methods in teaching a major role to play in the modern classroom, but too much technology can actually hinder learning. The personal relationship between teacher and students is ultimately more important and rewarding in a brick and mortar classroom. This does not mean that students who are able to self-learning through interactive technology, but if this is true in all cases, schools do not need no master, right?

f. The uses of audio-visual methods in teaching

If students are more accustomed to technology, audio-visual materials play a greater role in the classroom. Students learn in a variety of different ways, so the use of audio-visual components will help improve the learning environment.

g. Identification and Function
Audio-visual methods in teaching strengthen an instructor’s verbal presentation while helping his students capture a specific message. Audio-visual methods in teaching keep an audience’s attention throughout a presentation and help them remember particular information. If instructors use simple, efficient aids, they will enhance their teaching.
Audio-visual methods in teaching “convey information mainly via sound and image instead of by text.” Some audio-visual materials may contain written words, but that is not the main manner of communication.
Students often benefit from the visual/sound appeal of audio-visual methods in teaching because it tends to focus their attention on the topic. When teachers present material in various manners, such as providing students with both a summary statement and a chart on a given topic, the visual material enhances the written materials.
h. Type

Computers, television, tapes, DVDs and projectors forms of audio-visual material. Posters, comics, costumes, models and field visits are also audio-visual materials.

i. Significance

All audio-visual methods in teaching must be selected in some way reflect the lesson. Teachers should decide which materials to improve teaching effectiveness, because these materials offer the depth of real life for students.
Using audio-visual methods in teaching, will help students gain knowledge quickly and easily, even when making an audio-visual.
Audio-visual methods in teaching are quickly becoming one of the most popular additions to standard teaching methods. Audio-visual presentations peak both the interest and participation of students. There are a variety of ways to use audio-visual methods in teachings in your elementary classroom to enhance student learning and create a more inviting atmosphere.




REFERENCES


Banks Marcus.2001.Visual Methods in Social Research. London: Sage.

CREDIF.1961.Voix et Image de France : France:

El Guindi Fadwa.2004. Visual Anthropology: Essential Method and Theory. Walnut Creek:
AltaMira Press.

Heinle et al. 1974.Voix et Visage de la France.France: CREDIF team

MacDougall David (1998). Transcultural Cinema. Princeton: Princeton University Press.

MacDougall David (2006). The Corporeal Image: Film, Ethnography, and the Senses.
Princeton: Princeton University Press.

Merleau-Ponty Maurice (1968). The Visible and the Invisible. Claude Lefort (ed.). Evanston:
Northwestern University Press.

Renard and Heinle.1969. Voix et Image de France.France:

Htpp//www.wikipedia.com/audiovisual7456&&^/December 20th 2011




AUDIOVISUAL METHOD



LESSON:
Teaching Learning Strategy
by:
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ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY
MAHASARASWATI DENPASAR UNIVERSITY
DENPASAR
2011