Лингводидактический потенциал инфографических текстов в преподавании русского языка как иностранного в условиях дистанционного обучения

The research aims to identify the advantages of using visualisation tools in the process of teaching a foreign language to future law enforcement specialists. The paper provides insight into the concept of “information visualisation” and presents its role in the educational process when teaching a foreign language to future law enforcement specialists. The work identifies the particularities of professionally oriented texts in a foreign language used in teaching a foreign language to future law enforcement specialists; formulates recommendations on the use of infographics as a way of information visualisation in professionally oriented texts when teaching a foreign language to future law enforcement specialists. Scientific novelty lies in developing a methodology for working with professionally oriented texts on law enforcement using infographics. The research findings indicate an increase in the quality of foreign language education among students with the help of visualisation tools.

The search for effective tools used in teaching English in a military college within the constraints posed by limited time resources is a top problem of foreign language learning theory and practice. The implementation of the principle based on visual aids involves the visualization of linguistic and socio cultural material at foreign language classes and fulfills the requirements of new federal educational standard to the educational process in a higher educational institution, creates the conditions of better assimilation of information studied at the lesson, and encourages cadets to speaking activities. The author gives a very detailed analysis of the infographic method, as a mean of developing students’ communication and speaking skills, relating to the field of foreign language teaching. In the present article it is considered as a graphic way to present the information that combines text material, as well as graphic elements, which provide a visual support for speaking monologue on the topic. The didactic ability of the use of infographics at practical English classes was analyzed by the author. The detailed description of the pedagogical objectives, reached by means of this method, its advantages, possibility of its use for solving educational problems at different lesson stages was given. The methodological recommendations for the purposes of organizing infografic-based activities at English classes and the plan of speaking monologue (support scheme) on infografics were proposed for use. Also, the examples of tasks based on the infographic method, which can be used at foreign language classes in a military college, were given.

The development of linguistic consciousness at the foreign language lessons is a relevant task for university teachers, since linguistic consciousness is closely related to speech and its perception, the experience of reproducing lexical units in speech, vocabulary replenishment and foreign language interaction. The article describes the development of linguistic consciousness through infographics, which allows the students to represent data in a visually appealing form, transmit information through images, maps and text, stimulating the associative thinking of students, i.e. infographics conveys internal images of linguistic consciousness through external signs. The use of infographics in the process of teaching a foreign language to Master’s Degree students in non-linguistic areas of training at the mathematical and physical faculties is studied Research methods are the analysis of scientific literature on the subject under study, testing and questionnaire. The aim of the study is to develop a methodology for the development of linguistic consciousness of university students at foreign language classes through infographics. The article presents the typology of infographics,describes its advantages, and reveals the stages of the methodology of working with infographics. Infographics makes learning a foreign language subject- and practice-oriented, interesting, as students get opportunities for teamwork and individual work, while developing not only the ability to foreign-language academic and professional interaction, but also linguistic consciousness in general. The obtained practical results can be used in teaching a foreign language to graduate students. A promising area of further research is the introduction of infographics into the educational practice of teaching a foreign language to students of various non-linguistic areas of training at a university.

Learning for All:Addressing Issues of Access and Participation in Mixed Classes María M. Carreira Keywords disciplinary literacy/alfabetisimo disciplinario, heritage language learners/estudiantes del idioma patrimonio, mixed classes/clases mixtas, reciprocal learning/aprendizaje recíproco Response 1 to "Meeting Student Needs: Integrating Spanish Heritage Language Learners into the Second Language Classroom" Mixed classes are the most common instructional context in which heritage language (HL) learners study Spanish. From a teaching standpoint, they are also the most challenging due to the considerable differences that exist between HL and second language (L2) learners and the scarcity of pedagogical tools for addressing these differences. Many L2 textbooks include HL annotations, but this is not enough. Specialized textbooks and methodologies are needed. The suggestions offered by Burgo speak to two general strategies that should guide instruction and the design of pedagogical materials: 1) leveraging the complementary strengths of HL and L2 learners for reciprocal learning; and 2) addressing differences between learners that undercut teaching and learning (Carreira 2016). In terms of complementary strengths, HL learners have strong aural skills and implicit knowledge of grammar, as well as familiarity with informal registers. Second language learners have strong writing skills and explicit knowledge of grammar, and they are most familiar with formal registers. In mixed classes, this situation can translate into two very different scenarios: it can create valuable reciprocal learning opportunities or it can get in the way of teaching and learning. The difference between these two scenarios comes down to how instructors deal with the special needs and knowledge gaps of their students. By way of illustration, it is useful to compare the conversational performance and disciplinary literacy of HL and L2 learners. Relative to HL learners, L2 learners have special needs in the area of conversational performance, particularly with spontaneous, informal language. Disciplinary literacy refers to the knowledge base, background experiences, and skills associated with a given discipline (Moje 2008). With foreign languages, this includes knowledge of grammatical terminology and concepts, as well as familiarity with classroom routines and common pedagogical interventions. Heritage language learners have less disciplinary literacy than L2 learners because they usually enter the language learning sequence somewhere beyond the first semester of study, by which time L2 learners have developed this type of knowledge (Carreira 2016). Crucially, gaps in disciplinary literacy put HL learners at a disadvantage compared to L2 learners. To this point, Torres's (2013) study of a task-based pedagogical intervention found that L2 learners were better than HL learners at recognizing the intended purpose of the task, which in the case of this particular study was learning the subjunctive. Treating this task as an authentic situation, HL learners were not focused on its purpose. [End Page 51] As Burgo explains, limitations such as these can create feelings of insecurity in both types of learners and interfere with the establishment of meaningful class relationships. They can also undermine learning by preventing L2 learners from engaging in communicative activities and rendering grammar instruction inaccessible to HL learners. Countering these outcomes involves equipping each learner with the knowledge and skills they need to fully participate in and derive benefit from instruction. For L2 learners, it entails previewing and practicing the language concepts that will be required to participate in communicative activities with HL learners. For HL learners, it involves preparing them to follow grammar explanations in order to benefit from form-focused activities. These kinds of interventions are best addressed in homogeneous (HL-only and L2-only) groups and should be conceived of as creating the conditions for reciprocal learning and addressing issues that undercut learning for each type of learner. As a final point, staying focused on the big ideas behind instruction is always important, but it is all the more so in mixed classes, where the day-to-day challenges can loom large. Big ideas answer essential questions such as: Why exactly are we teaching this? What do we want our students to understand and be able to do five years from now? (Tomlinson and McTighe 2006: 32). Orienting instruction around the big ideas extends the horizon of learning beyond any instructional unit or course and directs the gaze to promoting long-term learning...

The work is devoted to the analysis of infographics as a type of journalistic text and its use in regional online media. The aim is to identify the relationships in the use of infographics in Yekaterinburg online media publications, as well as to analyze audience reactions to various types of infographics. An empirical study conducted by the method of content analysis of publications in the telegram channel of the Yekaterinburg media E1.RU Published during 2023 (n = 160) revealed the specifics of using various types of infographics. A connection was found between the use of different types of infographics and certain topics for which they were prepared, differences in audience reactions to infographic publications were described, and the specifics of involving channel readers in infographic publications in terms of commenting activity were identified. Based on the analysis of the revealed patterns, recommendations on the use of infographics in online media are formulated. The results obtained will be useful in the development of regional online media in the telegram channel format.

The lack of informed knowledge about listening subskills and their relationships has hindered the development of the diagnostic English language track assessment (DELTA) in three participating Hong Kong universities. This study investigates English as a foreign language (EFL) learners' listening proficiency development in understanding different spoken genres in the Hong Kong Chinese tertiary contexts. It aims to: i) identify the subskills and/or cognitive processes that underlie student performance on the DELTA listening component; ii) examine the difficulty levels of the DELTA listening subskills, and, consequentially, their hierarchical order; iii) investigate the impact of text type on difficulty level and the hierarchical order of the subskills; and iv) infer principles underlying the development of listening proficiency in the Hong Kong tertiary education contexts. A multi-method approach was employed for data collection and analysis. The primary quantitative data were derived from the DELTA listening component items answered by 2830 Chinese ELF learners who studied in their first or second year in the DELTA participating universities in the 2013-14 academic year. The item pool included 207 multiple-choice questions (MCQ) from 33 texts of three text types – conversation, interview and lecture. Each MCQ is intended to measure a particular listening subskill, including: 1) identifying specific information (SSK1); 2) understanding main idea and supporting ideas (SSK2); 3) understanding information and making an inference (SSK3); 4) interpreting a word or phrase as used by the speaker (SSK4); 5) inferring the attitude or intention of the speaker (SSK5); and 6) inferring the speaker's reasoning (SSK6). By adopting inter-related Rasch analyses using Winsteps and Facets, all test items were calibrated and analysed to determine their difficulty measures and their respective difficulties across the three text types. Qualitative Stimulated Recall Protocol (SRP) discussions were then conducted with 62 examinees of varying estimated listening abilities one month later, in a simulated test situation, where the test-taking process was video-recorded and the participants were asked to recall and to verbalise their thought processes and strategies they used to answer each question. The SRP results reveal an array of both cognitive processes and test-taking strategies in the listening comprehension and test-answering process. Firstly, various combinations of cognitive processes were utilised by both the high and low ability examinees to answer questions targeting the same listening sub-skill; however, the dominant cognitive process that was reported to have been used to answer each question corresponded with the particular listening subskill intended by DELTA item writers. Secondly, an array of test-taking strategies best identified as elimination, and guessing, were reported as used by examinees during the test. While this finding might not be surprising given the exam-oriented atmosphere prevailing in Hong Kong secondary school education, it alerted the researcher to scrutinise the validity of the DELTA listening component. The most striking observation from the listening test analysis is that, the DELTA listening subskills are measurably separable from each other, and a hierarchical pattern is established. In terms of their interaction with text type, the results showed that SSK1 and SSK6 were, respectively, the easiest and the most difficult subskills, whereas the hierarchical orders of the other four subskills varied across the three text types. More generally, these findings provide empirical evidence for the proposition that EFL listening comprehension is composed of multiple listening subskills, which operate interactively and interdependently in the listening process. The results regarding the difficulty level and the hierarchy of listening subskills corroborate the findings of prior research that low-level processing, such as identifying specific information, poses less challenge than high-level processing, such as summarising and inferencing. Because of the complexity in the interaction between text type and listening subskills, it is difficult to identify an overarching hierarchical order of the six listening subskills across the three text types. A general pattern, however, is that the difficulty increased from SSK1, SSK2 to SSK6 irrespective of the text type, and this corresponds to the general subskill hierarchy. The study will benefit teachers and students with diagnostic profiling and bridge the gap in diagnostic test design with targeted items of appropriate difficulty for predicting learners' listening development. It will extend second language acquisition theory with a hierarchical trajectory of listening proficiency growth. Limitations and future research recommendations are discussed.

Тhe role of the information technologies in the conditions of distance learning at the classes of the Ukrainian as a foreign language is analyzed in the article. The advantages of using of the innovative technologies in the modern educational process, in particular, during the study of the Ukrainian language as a foreign language, have been determined. Ways to overcome the communication barriers in the process of distance learning are identified, one of which is seemed to be in mastering of the information technologies. The important online tools for organizing a high-quality and interesting educational process are characterized. Available information means (interactive whiteboards, platforms, and other online resources) are described. For example, such information tools that contribute to the activation of students, diversify the means of communication between students and teachers, and allow creating a database of educational materials that is accessible and convenient for viewing at any time. Emphasis is placed on the problem of adaptation of foreign students in the conditions of distance learning. It could be noted that such adaptation is primarily facilitated by the selection of information resources for the organization of a high-quality educational process with the provision of feedback. Based on this criterion, a classification of online education tools at the classes of the Ukrainian as the foreign language is proposed. Therefore, information technologies are divided into several categories (which contribute to the activation of students at practical classes; which diversify the means of communication between students and teachers; which contribute to the qualitative assessment of students’ knowledge (multilevel testing system); which provide feedback; which allow creating a base of educational materials, accessible and convenient for viewing at any time. The advantages of working with a cloud environment for saving and reproducing educational materials are defined. For example, creating cases, sites, online textbooks with Book Creator. Ways to improve the informational competences of teachers of the Ukrainian as a foreign language are analyzed. Key words: information technologies, Ukrainian language as a foreign language, didactic process, distance learning, educational platforms.

The paper analyses the linguo-didactic potential of authentic geo-poetical texts in teaching Russian as a foreign language to В2-С1-level students. The article describes peculiarities of the geo-poetical text as a type of the literary text, examines the linguo-didactic potential of this type of texts in teaching Russian as a foreign language, and proposes variants of pre-, while- and post-reading tasks. Scientific originality of the study lies in the fact that the authors for the first time reveal the educational potential of the Far Eastern geo-poetical texts in teaching Russian as a foreign language. The research findings are as follows: the authors justify efficiency of using regionally oriented geo-poetical texts when teaching Russian as a foreign language.

In contemporary instructional programs for teaching English as Foreign Language (EFL) all over the world, the application of infographics has become essential for improving students' language skills, in particular reading and writing skills. In many countries worldwide, students have been encouraged through the use of infographics in their English language courses to achieve a high level of proficiency and become competent language learners. This research study aims to examine the influence of integrating infographics into the EFL reading and writing courses. To achieve this aim, the research study focuses on a systematic literature review by investigating 21 papers in the field of teaching EFL. Since students are allowed to use only English for communication in class, it appears to many students as a difficult language to learn. The findings of the literature survey indicate that one of the main obstacles to learning a foreign language seems to be the learners' native language, which must also be considered in organizing foreign language teaching curricula. Another obstacle is that learners have limited opportunities to use their English in reading and writing skills outside the classroom.

This article discusses the use of infographics in geography education to foster creativity and understanding among students. In the digital era, infographics have become an increasingly relevant and effective medium for conveying information. The objective of this study is to assess students’ perceptions regarding the production of infographics as an assessment tool in teaching. The study involves 309 students enrolled in geography courses, comprising both major and minor students in the field at the School of Distance Education, University Sains Malaysia. The methodology employed is quantitative, with data collected through a questionnaire distributed to students using Google Forms. The findings indicate that most students provided positive feedback regarding the production of infographics. Most students believe that infographics make the learning experience more engaging and enjoyable, and they express that it helps them understand information better. Consequently, the use of infographics not only enhances students’ creativity but also serves as an innovative and effective assessment tool in geography education. The results of this study suggest that educational institutions should integrate the use of infographics into the geography curriculum to enhance student engagement and interest. Utilizing infographics as an alternative assessment can provide a more interactive and effective learning experience, thereby preparing students with essential skills in today’s digital world. By leveraging creative and appealing infographic technology, students can demonstrate their ability to translate relevant information and present it effectively, ultimately increasing their motivation and interest in the learning process.

The article outlines the definition, classification and types of infographics, as well as the advantages, relevance and importance of using infographics as a means of teaching English speaking skills in the first and second years of language specialties. The experience of the Faculty of Foreign Languages of Vinnytsia State Pedagogical University named after M. Kotsyubynskyi in the development and evaluation of English speaking skills through infographics is considered and the examples of infographics practical application are given. Visual aids play an important role in teaching foreign languages. According to the didactic principles of pedagogy, the effectiveness of learning grows if visual aids have not only an illustrative function, but also a cognitive one. Verbal-imaginary aids have both these functions. The development of computer technologies has made it possible to represent such functions in the form of infographics. Infographics has a considerable number of advantages. It has logical structure and convenience, allows to give a vast amount of information in a concise form, provides the subject matter of speaking, contributes to interaction, encourages meaningful speaking during individual, pair and group work. Also, with the help of symbolic visualization tools: graphics, illustrations, design, animation, maps, electronic resources, videos and other elements of interactivity, infographics makes students use their vocabulary more easily and quickly, practise dialogic units or grammar structures, better understand and memorize information. The work on the development of students’ English speaking skills in the first and second years of universities is an important and at the same time challenging task that requires considerable attention and effort both from teachers and students. The best solution to this problem, in our opinion, is the use of infographics, because it acts as visual, informational and verbal aids, stimulates mental activity, critical thinking, promotes initiative and interactivity of speech, develops imagination and creativity of students, and thus, has an important motivational function.

The use of infographics as a means of overcoming the linguistic anxiety of foreign servicemen in the process of teaching Russian as a foreign language

People learn and remember more effectively and efficiently through the use of texts and visuals than through texts alone. This paper explores the potential of infographics in aiding vocabulary learning and retention among Arab English as a foreign language (EFL) learners. The paper adopts a quasi-experimental two-group pretest–post-test–delayed test design. A total of 41 Arab EFL learners participated in this study. The experimental group was taught vocabulary using infographics for 10 weeks, whereas the control group was taught using the traditional way of instruction. Infographic materials were designed to teach the students’ course “Vocabulary I,” where the syllabus modules were fully converted into infographics during the whole semester. Vocabulary knowledge was assessed using two recognition vocabulary tests, word definition, and word grammatical measures, that were administered before the intervention, immediately after the learning session’s completion, and at a delayed time (4 weeks after the whole treatment). An oral interview was used to gauge the learners’ production knowledge of vocabulary. In addition, a questionnaire was utilized to examine the learners’ perceptions toward using infographics for learning EFL vocabulary. Results showed a significant difference between the scores of the groups in favor of the experimental group in vocabulary recognition knowledge and vocabulary production knowledge over the immediate run and the long run. Moreover, the participants in the experimental group showed high perceived usefulness of learning with infographics. Pedagogical implications and recommendations for future research were also proposed.

The study aims to strengthen semantic competence in future teachers of English as a foreign language through the creation of infographics as an empowering resource. A qualitative paradigm with an action-research design was adopted, employing systematic observation and focus groups as techniques, in addition to questionnaires, worksheets, and infographics as instruments. The sampling was non-probabilistic by convenience, with a descriptive scope and cross-sectional temporality. Prior to the intervention, students demonstrated limited knowledge of semantics, minimal use of infographics, and predominantly negative perceptions. Following the focus group work, it was evidenced that infographics in foreign languages enhance comprehension and memory by integrating word, image, and context, simplifying content, facilitating inferences, and promoting learning. Furthermore, their use in English combines cognitive and linguistic strategies that strengthen understanding, contextual language use, and long-term retention, fostering meaningful learning that can be transferred to real-life situations.

Digitalization of Higher Education (Digital Learning), updating traditional educational programs and curricula through digital platforms, educational mobile applications and Web 2.0 services have made their own adjustments to the process of teaching foreign languages in the teacher-student format. The actualization of these innovations contributes to the creation of a digital educational environment and a change in educational strategies and concepts of learning in foreign languages. This article summarizes the “digital” experience of using new technologies in teaching foreign students about the types of speech and writing activities at the initial stage of education. The authors presented innovative ways of teaching phonetics, vocabulary, and grammar of the German language to foreign students in the format of interactive educational platforms. The study of a second foreign (German) language by Turkmen-speaking students is very difficult for a number of reasons: the complexity of the perception and (imitation) of reproduction of the phonetics of the German (multi-structural) language; features of the grammatical structure of the German language; learning a foreign language according to the formula ‘Turkmen-Russian-German’. To implement a differentiated teaching approach, a comparative analysis of the systemic differences in the grammatical structure of the German and Russian languages was carried out and an interactive lesson was developed using digital educational technologies for foreign language students. The study is aimed at increasing the motivation for learning German as a second foreign language by non-Russian-speaking students in order to form adequate communicative behavior.