Abstract
Based on the use of potentials of human analogue thinking and cognitive effects as an indispensable component of the cognitive activity, the article considers atypically located in the frame structure and suggestively loaded rational and emotional motivators for learning a foreign language. The article focuses on sensory-somatic enhancers of the new information reception. It is shown that stimulation of the analogue language learning is mostly successfully carried out with suggestive or emotional motivation, as well as through visual, audio, kinesthetic channels alongside with the verbal one during games. It is proved that such games were used in the history of human ontogenesis. Game resources of virtual reality are considered as new stimulating suggestions, since a game is a way to detach from the profane in favor of the sacred information space. The ways of optimization of virtual foreign language learning by means of sensory-somatic enhancers are described.
Highlights
Observing the foreign languages learning process in the context of globalization, intensification of the information flow and the improvement of digital reality shows that the triad “teacher – the language being studied – student” is rapidly being modified into the dyad “the subject mastering the language – the language being studied.”
Since language retains its status of the main intermediary between a human and the world, only the personal resource of the subject mastering the language can be emphasized in the processes of language learning intensification – the virtual learning channel is steadily turning into a dominant one
Suggestive methods in the broadest sense include two sensory-oriented ones. This is the method of gnoseodrama, drama-pedagogy, the essence of which is the implementation of the learning process in the conditions, firstly, of the unity of verbal and non-verbal communication components, and secondly, active actions of students, situational role mimicry and improvisation, thirdly, high emotional intensity, fourthly, exaggerated clear articulation of the text, which generally resembles the performance of a drama on the stage
Summary
Observing the foreign languages learning process in the context of globalization, intensification of the information flow and the improvement of digital reality shows that the triad “teacher – the language being studied – student” is rapidly being modified into the dyad “the subject mastering the language – the language being studied.” The role of the mentor in relation to the personality is steadily decreasing in all spheres of human activity, including the sphere of acquiring new knowledge. The offscreen accompaniment of filmstrips can be considered as an early and simple form of using the possibilities of augmented reality when teaching foreign languages These forms were even more widely used in teaching using intensive, or suggestive, methods based on the principle of accelerating learning per unit time by appealing to the reserve capabilities of the human psyche. Suggestive methods in the broadest sense include two sensory-oriented ones This is the method of gnoseodrama, drama-pedagogy, the essence of which is the implementation of the learning process in the conditions, firstly, of the unity of verbal and non-verbal communication components, and secondly, active actions of students, situational role mimicry and improvisation, thirdly, high emotional intensity, fourthly, exaggerated clear articulation of the text, which generally resembles the performance of a drama on the stage. There are spheres where sensory-somatic regulators in the process of training have demonstrated their extremely high potential
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