Keyword: «development of prosodic competence»

The relevance of the article is due to the development of an inclusive linguistic educational environment, as well as the solution of educational problems faced by visually impaired students when studying Chinese phonetics in the absence of visual feedback during articulation and correction. The aim of the study is to create and scientifically justify a music-mediated Chinese language teaching model that purposefully uses the auditory perception channel to form prosodic competence, in particular, tones and intonation, taking into account the phenomenon of cross-modal plasticity of the brain and the compensatory development of the auditory analyzer in the visually impaired people. The theoretical foundation of this research is a synthesis of the achievements of neuroscience, special psychology and linguodidactics, which make it possible to apply a comprehensive approach to solving the stated problem. The main approaches to the study were comparative analysis, systematization of scientific and theoretical material, and modeling. In the course of this research, a four-stage music-mediated model of teaching Chinese was developed based on the analysis of relevant materials concerning the specifics of teaching foreign languages to visually impaired students. This model covers the entire process of phonetic skill development – from the phoneme level to the utterance level, from pronunciation accuracy to communicative appropriateness. The first stage involves teaching at the phoneme level using the auditory-spatial mapping method; the second stage involves teaching at the syllable level using the vocal-articulatory modeling method; the third stage involves teaching tones using the auditory anchoring and dynamic modeling method; and the fourth stage involves teaching sentences using the following methods: vocal-articulatory modeling, auditory anchoring and dynamic tone modeling, musical-prosodic contouring, melodic contouring and accent modeling, vocal-timbral modeling, and culturally authentic context. The key advantages and innovative value of this model lie in its systematic nature, compensatory perceptual focus, combination of scientific and artistic approaches, universality and targeting. The theoretical significance of the article lies in expanding the understanding of the use of multisensory approaches to foreign language teaching, its contribution to the literature on inclusive education practices, and the development of an adaptive foreign language teaching strategy that takes into account various learning needs. The practical significance of this article lies in its use by teachers and curriculum developers as an effective strategy for teaching Chinese phonetics to students with visual impairments.