Referential Antecedent. According to Xxxxx Xxxxxx, the application of the audiovisual resources helps to enrich the English language teaching process. It is a beneficial influence with we achieve the best practice on communication skills. Xxxxxx Xxxxxxxx tell us when we work with audiovisual resources in teaching-learning class of a language, students, with practice, improve the survey process and then they can reach autonomy. It is very important in a learning process, because the main goal is to have a clear idea about things to support on a strong base as: Use of audiovisual resources. Xxxxxx Xxxxxxx suggests a number of different ways for the individual learning from different points of view: linguistic, musical, logical-mathematical, spatial, kinesthetic, intrapersonal and interpersonal, this is better known as multiple intelligences theory. Students learn in many ways—by seeing and hearing; reflecting and acting; reasoning logically and intuitively; memorizing and visualizing. Teaching methods also vary. Some instructors lecture, others demonstrate or discuss; some focus on rules and others on examples; some emphasize memory and others understanding. How much a given student learns in a class is governed in part by that student’s native ability and prior preparation but also by the compatibility of his or her characteristic approach to learning and the instructor’s characteristic approach to teaching. The ways in which an individual characteristically acquires, retains, and retrieves information are collectively termed the individual’s learning style. Learning styles have been extensively discussed in the educational psychology literature (Xxxxxxx & Xxxxxxx 1987; Xxxxxxx 1988) and specifically in the context of language learning by Xxxxxx and her colleagues (Oxford 1990; Oxford et al. 1991; Xxxxxxx and Oxford 1992; Oxford & Xxxxxx 1993), and over 30 learning style assessment instruments have been developed in the past three decades (Guild & Xxxxxx 1985; Xxxxxx 1987). Serious mismatches may occur between the learning styles of students in a class and the teaching style of the instructor (Xxxxxx & Xxxxxxxxx 1988; Xxxxxxxx 1993; Oxford et al. 1991; Xxxxxxx 1988), with unfortunate potential consequences. The students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are no good at the subject of the course and give up (Xxxxxx & Xxxxxxxxx 1988; Xxxxxxxx 1984; Oxford et al. 1991; Xxxxx & Xxxxxxxx 1984). Ins...
