University OF ZAWIA
Abu-Isa Faculty of Education
English Department
Research Proposal
THE IMPACT OF AUDIO-VISUAL AIDS IN TEACHING ACTIVE VOCABULARY TO INTERMEDIATE LEARNERS AT ZAWIA LANGUAGE CENTERS
Submitted by:
Ikram Bashir Al-Shames Mawadda Madyen Al-Asheq
Hayah Ahmed Ihmoumah
Supervised by:
Pro. Najwa Al-Gahwash
A research proposal submitted as a final exam in Research Methodology Course.
Fall 2017
CHAPTER I
General Introduction
1.1. Overview of the study
English is used as an international language to facilitate and ease the process of communication around the world. It is a major living language that mastering it requires mastering all its aspects, the major and the minor ones. I.e. the macro skills and the micro skills. In this case, vocabulary is considered one of the most fundamental aspects of English language teaching due to its utmost significance in the improvement of the four skills; listening, speaking, reading and writing.
Many scholars highlight the significance of vocabulary teaching in EFL classrooms, including (McCarthy, 1990; Harmer, 1991), and consider it as a superior mean for successful communication. This is because English language is regarded as the language with the largest vocabulary in the world (Dorela Konomi, 2014). However, not all words are equally important in communication; there are passive and active vocabularies. In that sense, teachers have to focus more on productive (active) vocabulary in the process of teaching (MERDAS Sabrina, 2015).
Recent research, such as, Berne & Blachowicz (2008) imply that teaching vocabulary may be problematic as many teachers are not confident about deciding which is the best practice or technique in vocabulary teaching that should be used (Mofareh Alqahtani, 2015). Therefore, it is necessary for teachers to employ innovative teaching techniques since traditional classroom methods and tools do not satisfy students' needs. Thus, the insistent question which is vital to ask is: what is the advisable technique for teaching vocabulary items to foreign language learners?
Nowadays, various techniques for teaching vocabulary items are recognized; one of them is using audio-visual aids in EFL classrooms. Such examples of these aids are:
Pictures, posters, postcards, word calendars, graphics, objects, tables, picture books, board drawings, flashcards, gestures, television, videos, computers and Internet, PowerPoint slides, songs, tape recorders, radio, language laboratory, overhead projector (OHP), realia, film strips, etc.
The above tools are not new but at the same time are not widely used. So, with appropriate implement of audio visual aids in oral classes, students are expected to be more dynamic and active in order to participate and interact with their teachers and with their classmates. Likewise, Harmer (1998) stated that one of the greatest enemies of making teaching successful is the boredom of learners during lectures. The effectiveness of language teaching can be powerfully enhanced with the integration and appropriate implementation of different assistant strategies such as audio visual materials (Merdas Sabrina, 2015).
Generally speaking, this study attempts to shed light on the impact of the audio visual aids in teaching active vocabulary, whether in context or out of it, to intermediate learners at Zawia language centers. Accordingly, the study seeks to examine teachers' attitudes towards using audio visual aids in improving active vocabulary learning, and to what extent can these aids facilitate teaching process.
1.2. Statement of the problem
FL vocabulary is always one of the major problems in language teaching and learning no matter a learner is at the beginning or at the end of language learning. As a result of which, it is difficult for EFL learners to possess a wide enough range of vocabulary to satisfy their needs in communication (Ghasem; Omid & Seyyed, 2010).
According to French Allen (1983) if teachers use audio visual materials, students' learning vocabulary will be better than the time when they use other materials. Nelson et al. (1976) also supports the use of visual aids such as pictures and states their effectiveness (Vahid Bagheri, 2015)
According to the researchers' experience at Abu-Isa Faculty of Education, the problem is that vocabulary is taught mostly with traditional methods, either by providing words' definitions, synonyms or their Arabic equivalents. Researchers have noticed that there is a sever lack in using A.V.A. at the faculty, and that there is no place for innovative methods of teaching in general and active vocabulary teaching in particular. led to this imperative study. On the contrary, researchers have observed the wealth of use of A.V.A. in the teaching program of Zawia language centers. However, this study will take intermediate learners at Zawia language centers as participants on which to apply the study's data collection instruments in order to determine the impact of A.V.A. From all the above, Teachers should be aware of this pivotal issue and try to create an enjoyable atmosphere so that students feel interested and involved in the whole teaching process and hence, using their active vocabulary productively.
As a result, it is the researchers' duty to conduct this study to determine the impact of audio visual aids in active vocabulary teaching by intermediate learners' at Zawia language centers. moreover, to identify teachers' attitudes towards these innovative techniques.
1.3. Research Questions
The main question of the research is:
Do audio visual aids have positive impact in teaching active vocabulary to intermediate learners at Zawia language centers?
The study will specifically attempt to answer the following questions:
1- Can audio visual aids boost intermediate learners' interest and motivation to learn active vocabulary at Zawia language centers?
2- To what extent do audio visual aids facilitate the active vocabulary process and help intermediate learners to use their active vocabulary successfully?
3- What is the teachers’ attitude towards integrating audio visual aids inside EFL classrooms at Zawia language centers?
1.4. Research objectives
There is a need for evidence that using audio visual aids has a powerful positive effect on active vocabulary teaching. Thus, this study is aimed to fulfill the following objectives:
1- To investigate the impact of audio visual aids in active vocabulary teaching by intermediate learners at Zawia language centers.
2- To examine whether employing audio visual aids inside EFL classrooms can help intermediate learners at Zawia language centers to use active vocabulary effectively.
3- To discover whether the use of teaching aids such as A.V.A boost intermediate learners' interest and motivation in teaching English active vocabulary.
1.5. Significance of the study
Every individual has the tendency to forget, but when using audio visual aids more concepts will be retained permanently. The implications of the research in hand is to create a motivating environment for students so that they can participate along with their teacher and with their classmates .In addition, A.V.A. help to increase the vocabulary of the students and help them use their active vocabulary successfully and in a more enjoyable way. Besides, if teachers know the benefits of A.V.A. and their positive influence on learners and on the whole learning process, they will not quit using them.
1.6. Scope of the study
The element of vocabulary is broad enough so it seems better to focus on active vocabulary. Since this study sheds light on active vocabulary in particular, it is best to avoid specifying a particular skill in which vocabulary is implied in the four skills, as to not expand the area being searched. Therefore, the researchers suggest audio visual aids as a good way to teach active vocabulary to intermediate learners. As Abu-Isa Faculty of Education does not use audio visual aids, the researchers will conduct this study at Zawia language centers in order to investigate the effectiveness of the A.V.A. in active vocabulary teaching. However, the study deals only with one aspect which is the impact of audio visual aids in teaching English active vocabulary to intermediate learners at Zawia language centers.