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2.3 Methodologic typology of grammar
Undoubtedly, in teaching foreign languages, it is necessary first of all to demonstrate the linguistic and speech phenomena themselves: phonetic, grammatical and lexical units of speech, in which the named linguistic aspects are objectively embodied.
Visual teaching of a foreign language is a designation that appeals to all components of the sensory perception of a foreign language. Therefore, it is visibility - visual and auditory - that is widely used in the teaching of foreign languages, both in terms of transferring knowledge about the language system, and in terms of developing skills and secondary skills, i.e. ability to express ideas in a given language.
At the initial stage, when classes can often take place, officially speaking, at the "subject level", the means of natural and visual clarity are simply irreplaceable. Visual clarity is also useful at the level of "speech actions", especially in cases where such actions are accompanied by a strong emotional component. But in most other cases, such means give way to means of auditory visualization, most successfully realized with the help of various types of phono materials. /eight/
It would not be a big exaggeration to say that illustrations are a universal visual aid. With the help of illustrations, one can semantize words, consolidate lexical and grammatical material, organize a monologue and dialogic statement, check the understanding of a message perceived by ear.
2.4 Illustrative clarity
The use of authentic material in foreign language lessons allows students to become more familiar with the culture of the language being studied and compare them with their native culture.
A significant role is played by illustrative clarity - paintings, photographs, cartoons, diagrams, collages, slides. / 23 /
The main problems associated with the use of illustrative visualization in teaching foreign language communication are the following:
- functions of illustrative visibility;
- criteria for selecting visibility;
- typology of exercises associated with the use of illustrative visualization.
The functions of illustrative visibility are divided into functions of a general nature and functions of a regional character.
General functions serve to:
- increase the motivation of students, arouse interest in the topic under study;
- ensure optimal assimilation of educational material and its memorization;
- to promote the development of creative imagination and thinking.
The functions of a country-specific nature are to:
- transmit information about the country of the language being studied, which allows you to more clearly imagine the situation described in the text;
- to promote awareness of an unfamiliar, unusual, alien language in the culture of the country of the studied language;
- to promote awareness of the stereotypes arising from the perception of another culture, to encourage a comparison of the characteristics of the culture of the country of the language being studied and the native culture.
In accordance with the functions of illustrative clarity, methodologists have developed general selection criteria: high quality printing, information content, availability of details, taking into account the level of language and speech competence of students, taking into account the interests and inclinations of students, the possibility of interpretation (spatial, temporal, social, communicative), aesthetic pleasure. / 27/ /Appendix 10/
Special criteria are designed to ensure the selection of visibility, which performs the functions of a country-specific nature: relevance, taking into account the level of socio-cultural knowledge of students, authenticity, representativeness, proximity or remoteness in relation to their native culture. It should be noted that the visualization used in modern Russian textbooks basically corresponds to the general selection criteria. However, despite a significant improvement in the printing quality of textbooks, they still contain pictures and photographs, the quality of which leaves much to be desired. Due to their small size, fuzzy contours, merging colors, it is difficult to see the details. The only way out of this situation is the selection by the teacher of additional authentic illustrative materials. /Appendix 11/
In textbooks, it is very difficult to find photographs of Russian children reacting to events, facts taking place in the country of the language being studied. In this case, the teacher can complete the picture or photograph himself by making a pre-enlarged photocopy, sticking it on the poster and using the collage technique. He may also invite students to participate in this work themselves. To do this, students must:
- pick up photographs of Russian children or teenagers, facial expressions that are suitable for reacting to the situation depicted in the picture;
- stick enlarged pictures from the textbook on the poster;
- supplement the collage with replicas of Russian children observing the situation.
Let us give another possibility of using visualization in order to form sociocultural competence. To do this, it is recommended to apply the sequence of tasks, developed in modern studies, focused on the country-specific functions of visibility: /Appendix 12, 22/
- activation of preliminary socio-cultural knowledge;
- identification of known facts;
- identification of the unknown, collection of assumptions;
- comparison with the peculiarities of the native culture;
- search for the meaning of a fact or event depicted with the help of clarity;
- comparison with another illustration or text on the topic.
To understand the culture of another country and compare it with a similar culture, the use of art paintings in English lessons is of particular importance, which involves familiarity with the work of foreign artists. / 27 /
Traditionally, the following sequence of tasks is used: activation of preliminary sociocultural knowledge; description and, if possible, interpretation of the painting; acquaintance with the work of the artist, his biography, era, his statements about his work; comparison with other paintings by this artist or with paintings by a Russian artist on that topic.
Thus, taking into account the individual abilities of schoolchildren when using illustrative visualization, the use of project work makes it possible for students to develop creatively, exclude the imposition of the content of education, and increase their motivation to learn a foreign language. / 23 /
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