Clip thinking as a consequence of virtual communication: Pedagogical methods of neutralisation in foreign language lessons

Abstract

The development of modern information and communication technologies has led to the fact that online communication has become almost the only means of feedback between teachers and students, but the clip thinking that results from virtual communication reduces attention, performance and quality of knowledge. The purpose of this research is to consider the specific features of virtual communication and clip thinking, to identify the challenges caused by the interaction of the phenomena of online communication and clip thinking, and to suggest ways to improve the effectiveness of the pedagogical process, in particular in foreign language lessons. The main research methods - analysis of new literary sources on the chosen subject, generalisation, specification and description of the results obtained. The research proves that the active interaction of Internet communication and clip thinking determines the need to mitigate the adverse effects and successfully transform their interaction into a positive one, in particular, by pedagogical methods. For the first time, the synthesis of clip thinking and virtual communication is considered, and specific ideas are presented to neutralise its certain adverse effects. It is established that the mediation of communication by electronic means of communication leads to quick thinking. It was identified that anonymity, the voluntariness of contacts and uncertainty of linguistic and social provisions - are the causes of linguistic minimalism and linguistic poverty, while convenience, synchronicity and asynchrony lead to the fact that learners have to do several things at once, and polyphony can cause any sign of clip thinking. It has been established that the replacement of non-verbal means of communication with emoticons leads to linguistic minimalism and poverty due to the inability to correctly describe one’s own emotions or inaccuracies in the emoticon. It is proved that the global intercultural nature of electronic communication due to the lack of knowledge of a foreign language can cause linguistic minimalism and poverty, and Internet communication with all its features leads to students’ preference for particular thinking. The study allows considering all the features discussed in the organisation of the pedagogical process and more carefully selecting methods of developing logical-conceptual and systemic thinking of adolescents, in particular, in foreign language lessons.