DOI: https://doi.org/10.36719/2706-6185/47/238-241
Seyran Dadashov
Baku Slavic University
Master student
https://orcid.org/0009-0008-8980-4668
dadasovseyran11@gmail.com
Cognitive and Pedagogical Effects of Visual Stimuli in
Foreign Language Teaching
Abstract
The role of visual stimuli in foreign language teaching is highly significant from both cognitive and pedagogical perspectives. First and foremost, such materials capture students’ attention and help retain information in memory for a longer period. Information presented through images, videos, and graphics activates different parts of the brain, making the acquisition of new words and expressions easier and more lasting. These types of stimuli also enhance students’ logical thinking skills, encouraging them to analyze, compare, and express their thoughts more effectively.
From a pedagogical point of view, visual materials make the teaching process more engaging and interactive.
They increase motivation among students and foster a positive attitude toward learning. At the same time, these stimuli allow educators to consider individual learning styles; they are especially effective for visual learners, leading to better learning outcomes. Creating situations through visual tools, speaking or writing based on pictures, significantly improves students’ speaking and writing skills. Furthermore, visual stimuli facilitate teaching the language within a cultural context; students become familiar with the daily lives, traditions, and behavioral patterns of native speakers of the language they are learning, thus contributing to the development of intercultural understanding.
Keywords: visual stimuli, foreign language teaching, cognitive effects, pedagogical effects, visual materials, learning through images and videos, memory enhancement, motivation and interest, ınteractive lesson, ındividual learning styles, communicative skills, connection between language and meaning, ıntercultural learning, didactic tools