Abstract

Hardship is suffered by enormous numbers of English learners who are unconscious about their involvement into visualizing times. Vast of vocabularies can be turned into familiar pictures and vice versa. Visual literacy education enables English learners to keep up with times and acquire English with less suffering.

This paper dialectically reveals the impact of visual literacy education on high school English teaching: the positive and negative effects. Not only comparison, but also concrete examples and most abstract theories from Rudolf Arnheim’s Visual Thinking will be employed for reasoning. 

The definition and advancement of visual literacy is clarified in the first chapter for the better understanding of visual literacy. Then Chapter Two and Three respectively demonstrate the positive and negative effects of visual literacy on high school English teaching, from the perspective of both English instructors and English learners. These mostly lie in the sphere of psychology that is a significant segment of human beings, such as thinking and emotion. Finally, some proposals are put forward to demand schools and education departments’ action for advancement.

Key words: visual literacy education; English teaching; psychology

CONTENTS

Introduction 1

Chapter One General Understanding of Visual Literacy Education 3

1.1Definition of Visual Literacy 3

1.2 The Upcoming Visual Times 4

1.2.1 Application of Visual Materials in History 4

1.2.2 Modern Technology—The Motivation 5

Chapter Two Positive Effects on High School English Teachers and Learners 5

2.1 From the Perspective of Instructors 6

2.1.1 Enriched Teaching Environment 6

2.1.2 Instructive English Teaching Technic 7

2.2 From the Perspective of English Learners 7

2.2.1 Creative Thinking 7

2.2.2 Admirable Memory ability 8

Chapter Three Negative Effects on High School English Teachers and Learners 9

3.1 Visual Contamination: Teachers’ Longer Preparation 10

3.2 Visual Preference: Students’ Growing Appetite 10

Chapter Four Recommendations 11

4.1 For Schools 11

4.1.1The Mode of English Courses 11

4.1.2 More Study Resources 12

4.1.3 Cultivation of English Teachers 12

4.1.4 Guidance for English Learners 13

4.2 For Education Departments 13

Conclusion 14

References 16

Acknowledgements 17