Keyword: «audiovisual method»

The article is devoted to the problem of using video materials in the process of teaching English to 7th grade students. The place of video material in the development of lexical skills in the study of the topic «Transport» is determined. The data on the results of checking the lexical skills of students in this area are given.

The relevance of this study is due to the urgent need to preserve and generalize the invaluable linguistic and didactic experience of past generations of domestic and foreign methodologists in a promising correlation with innovative approaches to teaching Russian as a foreign language. The search for the synergy of tradition and modernity is an urgent task of the scientific community in the face of an increased number of unscrupulous methods of teaching foreign languages, claiming "miraculous" results of their activity and making it difficult to make the right choice in favor of adequate and effective teaching methods. The purpose of the work is to analyze the history of the development of linguodidactic domestic and foreign experience in teaching Russian as a foreign language. One of the key epistemological aspects of the study includes the further development of the problems of cognitive-communicative interpretation of the linguodidactic space as linguistic and cultural integrity and value. The leading aspect of the study of the stated problem is a descriptive-explicative approach to the analysis of experimental methods of teaching the Russian language. An important point of work is the discovery of correlations between language and cultural modeling of metacultural knowledge, in other words, between linguistic and conceptual representation and analysis of material in line with the review of the audiovisual approach methods. The main results of the article include the reconstruction of elements of the linguistic and didactic picture of the world as part of the presentation of the key concepts of teaching Russian as a foreign language. The theoretical significance of the study is in the constructive synergy of the methodological prerequisites of traditional and experimental methods of teaching Russian as a foreign language, in the disclosure and multifunctional coverage of complex approaches to the study of material in this direction. The practical value of the work is due to the possibility of using the research results in the development of retraining courses for foreign language teachers.