DEVELOPMENT OF LISTENING SKILLS USING A MULTIMODAL APPROACH IN FOREIGN LANGUAGE CLASSES AS A METHODOLOGICAL PROBLEM
DOI:
https://doi.org/10.31110/2616-650X-vol13i2-014Keywords:
multimodal approach, listening skills, digital literacy, interactive learning, interactive learning environment, pedagogical potential, foreign language environmentAbstract
The article provides a comprehensive analysis of the essence of the multimodal approach and highlights the criteria for its application in the methodology of developing listening skills among learners. The study substantiates that the multimodal approach, as an innovative tool in modern pedagogy, ensures the integration of various modalities – verbal, visual, and auditory into the learning process.
A retrospective analysis of the theory of multimodality in education has traced the main stages of the evolution of the practice of applying the multimodal approach, identified its conceptual foundations, and outlined key advantages that determine its significance in contemporary educational practice.
It has been established that listening, as a component of developing communicative competence in a foreign language, gains particular importance in the context of globalization, digitalization, and various forms of intercultural communication. The results of the study confirm that the use of the multimodal approach reduces cognitive load, enhances learning motivation, and facilitates the acquisition of complex material by adapting to individual needs and knowledge levels. The application of the multimodal approach aligns with the needs for optimizing the educational process, improving the efficiency of foreign language education, and fostering sociocultural competence.
The authors explore the peculiarities of using the approach as a methodological problem, which allowed them to draw conclusions about the correspondence of the process organization to the psychological and age-related characteristics of personality development, examine the criteria for a teacher’s readiness to work with multimodal influence tools, as well as their ability to integrate various teaching methods and instruments, and analyze the methodological support of interactive platforms based on the principle of multimodal influence.
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