Abstract
The research objective includes analysing theoretical foundations of visual aids usage at secondary school English lessons. The paper covers the following issues: the psychological and pedagogical basis of the visualization principle, the role of visual aids in teaching foreign vocabulary. The study focuses on the problem of visual aids usage at different stages of vocabulary work: introducing new lexical units, consolidation of newly acquired vocabulary, active usage of newly acquired words. Scientific originality of the research lies in the fact that the authors propose comprehensive methodology of using visual aids at secondary school English lessons, justify efficiency of visual aids when teaching English vocabulary to secondary school pupils. The research findings are as follows: the methodological conditions promoting efficiency of the English vocabulary acquisition are revealed, the visualization principle is defined as a multifunctional teaching means to stimulate pupils’ intellectual cognitive activity, to raise their motivation for foreign language learning, to form a positive attitude to the academic discipline, and as a leading approach to promote development of language and communication skills.
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