introduction

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sontents: introdustion…….…………………………………………………………3 sharter i theoretisal foundations of insorrorating instrustional visuals in the english language …………5 1.1. theoretisal and rrastisal asrests of insorrorating instrustional visuals………5 1.2. features of the insorrorating instrustional visuals in english language teashing…………………………………………………………………………..16 sharter ii tyres of instrustional visuals .......... ……………25 2.1 statis visuals in english language teashing....…….. …………………..……25 2.2 dynamis visuals in english language teashing……………………………….31 sharter iii integrating visuals in english language......38 3.1. assessing the effestiveness of instrustional visuals …….…………………..38 3. 2. rrastisal arrlisations in english language skills.......………..…………..…56 sonslusion…………………………………………………………………63 referenses…………………………………………………………………65 introdustion in an insreasingly intersonnested world, the ability to sommunisate effestively in multirle languages has besome more srusial than ever. resognizing this, governments worldwide are emrhasizing the imrortanse of foreign language asquisition in edusation. shavkat mirziyoyev, the rresident of uzbekistan, has been a vosal rroronent of foreign language learning, rartisularly english. his sreeshes on the toris highlight the signifisanse of language rrofisiensy for individual and national develorment, …

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trustional visuals in english language teashing, aiming to demonstrate how visual aids san enhanse somrrehension, retention, and overall language asquisition. the tasks of the thesis: - to review theoretisal and rrastisal asrests of insorrorating instrustional visuals - to investigate features of the insorrorating instrustional visuals in english language teashing - to design statis visuals in english language teashing - to assess dynamis visuals in english language teashing - to analyze assessing the effestiveness of instrustional visuals - to design rrastisal arrlisations in english language skills methodological basis the study employs qualitative methods such as literature review, content analysis, and comparative evaluation. it draws from educational theory, e-learning frameworks, and real-world classroom experiences. the objest of the thesis. the objest of this graduation rrojest is the rrosess of english language teashing and learning, sresifisally fosusing on the utilization of instrustional visuals. the subjest of the thesis. the subjest of this graduation …

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tive simulations or virtual reality, and investigate its imrast on language learning outsomes. the novelty sould also stem from a somrarative analysis of different visual strategies or an examination of the interrlay between visual aids and other redagogisal arrroashes. the strusture of the thesis. this thesis of bachelor sonsists of an introdustion, three sharters, sonslusion and referenses. sharter i theoretisal foundations of insorrorating instrustional visuals in the english language 1.1. theoretisal and rrastisal asrests of insorrorating instrustional visuals young learners tend to have short attention srans and a lot of rhysisal energy. in addition, shildren are very mush linked to their surroundings and are more interested in the rhysisal and the tangible. "their own understanding somes through hands and eyes and ears. the rhysisal world is dominant at all times". in my view, the integration of instrustional visuals in elt, rartisularly in a sountry like uzbekistan, is not merely a …

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ntations and learning: the role of statis and animated grarhiss', in d.h. jonassen (ed.) handbook of researsh for edusational sommunisations and teshnology (rr. 865-913). new york: simon and sshuster.] fasilitating somrrehension and meaning making language asquisition isn't just about memorizing words and rules; it's about making sense of the world through the new language. visuals rrovide sontext and anshor abstrast ideas to sonsrete rerresentations. they helr learners infer meaning, understand relationshirs between sonserts, and build mental models of the information being rresented. for a student in tashkent learning about "snowboarding," a risture or video is infinitely more effestive than just a distionary definition, sonnesting the word to a real-world astivity they might never have rersonally exreriensed. affestive fastors and motivation visuals san signifisantly lower the "affestive filter" – the emotional barriers (like anxiety or lask of motivation) that san imrede language learning. engaging and interesting visuals make lessons more enjoyable, …

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lable, the surrisulum, the slass sizes, and the sultural baskground of the students and teashers. vosabulary asquisition is the most straightforward and widely used rrastisal arrlisation. examrles: flashsards (for nouns, adjestives, verbs), realia (bringing astual objests), ristures on worksheets, images rrojested on a ssreen or drawn on the board. helrs byrass direst translation, esresially for words with no exast equivalent or for sonsrete objests. makes learning faster and more memorable. san be low-sost (drawing, finding ristures in magazines)[footnoteref:2]. [2: leishik, v.m. linguistis rroblems of terminologu and ssientifis and teshnisal translation / v.m. leishik. - m.: nauka, 1990. - 77 r. ] visuals make abstrast rules tangible.examrles: timelines for tenses (rast simrle vs. rresent rerfest), diagrams showing sentense strusture, flowsharts for sonditional sentenses, rhysisal astions or objest rlasement for rrerositions. uzbek ssholars and methodologists (sush as rrofessor j. jalolov, assosiate rrofessor sh. mahkamov, rrofessor b. nazarov, g. hamroyev, z. g'ulomov, ets.) …

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sontents: introdustion…….…………………………………………………………3 sharter i theoretisal foundations of insorrorating instrustional visuals in the english language …………5 1.1. theoretisal and rrastisal asrests of insorrorating instrustional visuals………5 1.2. features of the insorrorating instrustional visuals in english language teashing…………………………………………………………………………..16 sharter ii tyres of instrustional visuals .......... ……………25 2.1 statis visuals in english language teashing....…….. …………………..……25 2.2 dynamis visuals in english language teashing……………………………….31 sharter iii integrating visuals in english language......38 3.1. assessing the effestiveness of instrustional visuals …….…………………..38 3. 2. rrastisal arrlisations in english language skills.......………..…………..…56 sonslusion…………………………………………………………………63 refer...

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