Classroom an action research study on the use of illustrations during TPRS. D. The Use of Visual Aids in L2 Classrooms. 15. III. responses. Chapter 5 Concludes the study and posits ideas for future related work. and learned that most of the ESL teachers viewed graphics, images, colors, etc. as separate from the. Mar 17, 2015. Language Classroom A Case Study at Margarita. 2.4.1 Pictures, graphics and visual organizers in Power point and Prezi presentations. this paper is to clarify the reasons why teachers particularly at Margarita Salas high. This paper attempts to critically and profoundly present the major research findings in. Many learners make use of visual images, but some find it easy to connect. Instead of viewing learners as passively recording the stimuli that the teacher.
The Language Teacher • FEATURE ARTICLE 41. Studies and Information Technology departments. for the L2. For these students, using the L2 ex- clusively in the classroom could not. Full size images are available in the online ver-. Research has shown that the occasional use of L1 by both students and teachers. Many teachers find that the use of some L1 provides more time to practice L2. Students often use L1 when doing pair work to construct solutions to linguistic.
Feb 9, 2015. This paper found that images help learners learning a foreign language more easily. language teachers frequently use may be in the form of flashcards, large wall. a mammoth research in this field of language teaching. Abstract. The paper presents an overview of the research on teaching culture and describes. e.g. folklore, fairytales, authentic pictures, art, etc. to use L2 e.g. Firth & Wagner, 1997; Hall, 1997; Stoller, 2006; van Lier, 2000. 2002. Second.