Keyword: «multimodal text»

The relevance of using creolized texts in teaching a foreign language is caused by the necessity to enlarge the content and the range of teaching tools via unlimited informative perspectives of such materials. The article is dedicated to the role and appropriateness of using modern creolized texts (Internet memes, presentations, songs) in teaching English to non-linguistic students. Nowadays, experts in foreign language teaching do not deny that creolized texts have educational potential, as being an integral part of everyday life, thereby motivating students to learn a foreign language. However, there is a lack of practical guidelines on how to construct a teaching system based on them in modern teaching literature. The article is aimed at evaluating the effectiveness of using creolized texts as a means of developing language competence of non-linguistic students. In order to prove or disprove the hypothesis about the effectiveness of pedagogical impact by using non-homogeneous texts the authors conduct an experiment within the framework of the discipline «Foreign Language» for a first-year students of interdepartmental groups of Southern Federal University. The research results obtained by descriptive statistics methods indicate a moderate advantage of implementing creolized texts in the educational process while forming lexical and grammatical skills of non-linguistic students as well as the reasonability of using these texts in developing language competence.

The relevance of using authentic video content for didactic purposes is caused by the objective conditions of modern educational environment development, which entail the need to expand the content and means of teaching due to the limitless potential of informational technologies. Nowadays foreign language teaching methodologists do not deny the potential of multimodal texts as they motivate students to learn a foreign language, but there is a lack of practical recommendations on how to build a teaching system based on them in the contemporary methodological literature. The purpose of this study is to provide methodological recommendations for conducting effective English lessons at high school through authentic video content as a sort of multimodal texts and create a set of communicative activities on the example of the English-language TV series «Black Mirror”. The works of domestic and foreign scientists in the field of serial discourse and the methods of working with multimodal texts served as the theoretical and methodological basis of the study. The article examines various aspects of using English-language TV series in the process of teaching English as a foreign language, and analyzes the role of technology, the importance of video content in the educational sphere. The use of video in teaching a foreign language opens wide perspectives for both the teacher and students in learning the language and understanding foreign culture. Visual information helps better assimilate factual information and speech patterns as visual support contributes to full and accurate understanding of meaning, activates attention and memory, as well as develops listening and speaking skills. The theoretical significance of the article lies in consolidating theoretical research on the stated issue, contributing to studying the problem of multimodal text educational potential in English language teaching, as well as expanding current concepts on effective work with English-language TV series. Developed by the authors tasks, based on the episode «Nosedive» of the English-language TV series «Black Mirror” can be practically used when conducting classes in the 11th grade as part of the study of the communicative topic “Social Media”.

The relevance of this study is determined by the changed modes of communication in the digital age, which imply the combination of different modalities for the perception and transmission of information — linguistic, visual, auditory, gestural, and spatial. As a multimodal tool, the listicle is defined by its unique structure and information organization, making it an effective resource for fostering language skills, critical thinking, and the ability to work with modern materials that meet the needs of the digital student generation. However, the potential of listicles as a medium for the multimodal approach to teaching English in higher education remains understudied. Accordingly, the aim of this study is to outline the principles for using listicles in the English language instruction of students in non-linguistic universities. The research is grounded in the social semiotic theory of multimodality by G. Kress and T. van Leeuwen, and also draws on the tenets of connectivism as advanced by G. Siemens and S. Downes. The study revealed the characteristic features of listicles, which include: concise presentation of information, accessibility and adaptability to diverse educational contexts, a hybrid nature, multimodality, hypertextuality, and a structured format. The article also outlines the stages for working with listicles, taking these features into account. These stages include: the focus on language skills and systems aimed at discussing the article as a whole, as well as interactive and collaborative reading; the analysis of the listicles' structure, which determines their methods of influencing readers and conveying meaning; and the creation of a listicle according to specified criteria. The theoretical significance of the article lies in the fact that the obtained data create a scientific basis for the inclusion of modern multimodal texts in the educational process, exemplified by listicles, and expand the scope of application of the multimodal approach in general. The practical implications of this work are that the proposed tasks can greatly diversify English language instruction and boost student engagement. They are designed to foster digital-age skills in handling multimodal sources of information and to prepare students for successful professional careers in the context of a constantly changing information landscape.