Science and Education in Karakalpakstan issn 2181-9203 Science Magazine chief editor

UDC 8. 81-13 
 
MODERN APPROACHES TO USING VISUAL AIDS IN LEARNING SITUATION 
 
Bayrieva M.J. 
Karakalpak State University named after Berdakh 
 
Summary:
This article is devoted to exploring contemporary methodologies for acquiring 
proficiency in second languages, with an emphasis on employing visual tools in instructional 
settings. The utilization of images constitutes a type of genuine source material. Educators ought to 
conscientiously and purposively opt for visual stimuli to accompany their instructional materials in 
order to reinforce the intended objectives of educating their students. Accordingly, the strategic 
selection of imagery is a noteworthy aspect in the pedagogical practice, akin to the deliberate 
selection of texts for classroom instruction. 
Keywords:
 visual aids, technology, media, vocabulary, image, competency. 
 
INTRODUCTION 
According to cognitive research, the human brain exhibits faster processing of images in 
comparison to words, with images being more inclined to persist within the long-term memory as 
opposed to text [1:95]. With the proliferation of technological advancements facilitating the 
effortless creation and dissemination of photographs by individuals from diverse backgrounds, it 
appears that visual media has assumed an unprecedented level of significance in contemporary 
society. 
In the context of language instruction, there is a potential inclination amongst educators to 
primarily give heed to the textual exigencies of pedagogical material, such as lexicon, grammar, 
discourse, and the like, while merely skimming over accompanying visuals. Rather than considering 
images as mere supplements to textual content, we propose prioritizing the use of visual media in 
education, recognizing their potential for enhancing language acquisition. The use of visual aids 
presents the capacity to stimulate language acquisition across various domains including listening, 
speaking, reading, and writing. The integration of visual aids within the realm of pedagogy is likely 
to attract the attention of digital native learners, who belong to the cohort of students who were 
raised in a milieu where the regular employment of smartphones, laptops, and social media depicts 
an intrinsic aspect of the prevailing lifestyle. 
Nonetheless, individuals categorized as digital natives may not possess an innate aptitude for 
scrutinizing and evaluating visual representations, which could be regarded as constituents of visual 
literacy. An individual's proficiency in uploading smartphone photographs onto popular social 
media platforms such as Facebook or Instagram does not necessarily equate to possessing visual 
literacy. The current prevalence of the consumption of imagery in media has resulted in a habit of 
passivity amongst many individuals. This inclination toward passive behaviour often results in a 
failure to comprehend deeper levels of meaning that creators may intentionally or unintentionally 
communicate through their work. 
As our global landscape evolves, the pedagogical approaches employed in education have 
adapted in order to better align with the contemporary curricula that necessitate comprehensive and 
nuanced elucidation of academic concepts. Visual aids possess the inclination to concretize the 
cogitations of pupils in the manifestation of graphical representations, thereby providing a tangible 
frame of reference for their ideas. The utilization of visual aids holds significant importance for 
students in the realm of learning as it serves to enhance their belief in findings by means of 
accompanying colored images that depict intricate situations, in contrast with other forms of 

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