New Perspectives in Science Education

The aim of this research paper is to show how visual materials are used in the EFL classrooms when vocabulary is being taught and what their effect on Young Learners is. The use of visual aids such as pictures, posters, postcards, word calendars, realia, charts, graphic organizers, picture books, television, videos from iTunes, and computers can help Young Learners easily understand and realize the main points that they have learned in the classroom. The targets of this research are the Young Learners in a Primary School in Korca, Albania at Grade 3 and Grade 6 and they are seen how they response in vocabulary classes with visual materials. These data are compared to the responses in classes when the teachers do not use visual materials.  Some other questions that this research will answer are:

1. If teachers use visual materials, how do they use them to teach new vocabulary?

2. What are the main sources for visual materials?

3. What are pupils’ attitudes towards using visual materials in learning vocabulary?

4. What are the teachers’ attitudes towards using visual materials in teaching new vocabulary?

For each visual aid, Young learners have different responses and expressions even because of their different educational and cultural background. Using visual aids can help learners understand the deep meaning of a topic and realize similarities and differences between each topic.

As teachers we should face the fact that our pupils expect their English lesson to be ‘visual’ because language they experience outside the classroom is strictly connected with images, colours, sounds. They possess all important features of effective teaching aid and it is the job of the teachers to facilitate the process of learning the vocabulary using visual materials. The reason may be that they allow Young learners to absorb the information through an additional sensory perception.