One of the challenges facing a modern foreign language teacher is both a relatively low level of initial language training of educational migrants and their low motivation in studying the entire system of a foreign language and their involvement in the educational process. One of the ways to solve this problem is the system of working on creolized texts. The creolized text (also called the polycode, or multimodal text) as a type of text that combines verbal and iconic information, is familiar to modern students from different countries, and fits into the world postmodern reality. Most often, creolized texts are spoken of in the analysis of advertising products, posters, or film texts. At the same time, for foreign language teachers, the use of polycode texts is by no means a novelty: you can at least name cards, posters, illustrations, picture dictionaries, and other means used at the initial stage. These verbal-iconic means have proven their unconditional effectiveness both in explaining lexical and grammatical material and in reinforcing what has been learned. Reading a creolized text allows for the transition from text to meaning: such an algorithm allows an applicant for higher education to comprehensively use reception, memory, intelligence, and activate speech-thinking processes in a foreign language. One of the most glowing functional types of creolized texts today is the meme – a special kind of multimodal text, closely welded verbal and iconic components that have a basic set of features: repeatability, comicality, recognizability, relevance. The use of memes in teaching foreign languages is an important way to increase the motivation of educational migrants to study, to establish intercultural communication, to form students’ linguistic and cultural competence, to facilitate the processes of adaptation and socialization in the new reality. Such texts may well become one of the sources of information about the national and cultural characteristics of a foreign country and its native speakers.
The article discusses the features of the project method implementation for foreign higher education applicants. Project activity occupies a leading place in the list of modern pedagogical technologies. However, in practice, its use is limited due to lackof time, technical means, curricula imperfections, etc. During distance learning, which is the dominant form of education, attention to project activities is even more scattered. However, it is the project method that meets the basic needs of our time, since it implements the principle of “learning through action”, is distinguished by integrativity, communicative orientation, communicative competence development etc.The main goal of the proposed work can be considered a generalization of information aboutthe relevance of using the project method in modern language teaching for foreign higher education applicants and the analysis and overcoming of the challenges facing the teacher in the process of transition to distance teaching.The article notes that one of the significant advantages of using the project method in training applicants for higher education is the work on the internal motivation of foreigners. One of the effective means that will help the applicant to find this motivation is the project activity, which should be implemented systematically and consistently.The problem with the introduction of this method is the insufficient level of self-organization of applicants for education, their not always deep and complete understanding of the value of self-education. However, it should be understood that today the independent work of students is one of the most important forms of acquiring competencies. So the teacher should form the skills of self-organization of applicants for education. Only in this case, the transition to distance learning will be painless and will not reduce the efficiency of obtaining knowledge. Project activity today is one of the best technologies that provides students with high motivation for learning, development of their cognitive and communicative abilities, increases the effectiveness of the learning environment, and also normalizes the need for the applicant to acquire knowledge and develop skills on their own, with minimal teacher assistance
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