Creolized Texts in Modern Linguistic Education: Didactic Aspect

Abstract

The global transformations of the modern world affect all spheres of life including the system of linguistic education, actualizing the appeal to original and effective means of managing the educational and cognitive activity of students. The potential of crealized texts is of particular interest in this aspect. By visualizing information they ensure the adequacy of its semantic perception, expand the range of background knowledge, contribute to the assimilation of lexical and grammatical material and help launch the mechanism of verbal communication. The theoretical study made it possible to define a creolized text as a complex text formation in which verbal and non-verbal elements are combined into a single visual, structural, semantic and functional whole, facing a complex impact on the addressee. Creolized texts include scientific and technical, newspaper and journalistic and illustrated artistic texts, instruction texts, comics, poster boards, postcards, posters, advertising texts. The basic functionality of the non-verbal component of creolized texts is represented by informative, attractive, aesthetic, expressive and communicative functions. According to the amount of information transmitted and the role of the image, the creolized texts are classified into rehearsal, additive, highlighting, oppositional, integrative and figurative-centric ones. The degree of connection between the image and the verbal part of the text serves the basis for determining texts with zero, partial or full creolization. The course of experimental work revealed that the didactic potential of comics in modern linguistic education at the initial stage of teaching a foreign language is expressed in the possibilities of using them to create an emotional image of the topic being studied by students. Due to combining visual and auditory images into a single system the speed of speech perception and understanding increases. Purposefully selected foreign language comics contribute to an adequate understanding of their content, the expansion of students’ active and potential vocabulary, the formation of lexical and grammatical skills. The study found that the verbal supports of comics stimulate the development of skills to express one’s own opinion, to choose adequate ways to solve communicative and cognitive tasks. Comics are presented as a means of increasing motivation to learn a foreign language forming linguistic and cultural competence, students’ desire for self-education.