Abstract
The authors characterize functioning of semiotically heterogeneous texts in the methodology of teaching the Russian language. Traditional methods of applying semiotically heterogeneous texts in the educational process are still important, but at the same timeit is necessary to transform the scientific approaches to analysing the problems caused bythe reflexive nature and situational variability of digital content in education. The aim ofthe work is to identify and describe the linguodidactic potential of semiotically heterogeneous texts used in Russian language classes in Kazakhstan schools. Methods of comprehensive theoretical analysis of scientific and educational literature on semiotically heterogeneous texts, as well as observational method of studying and summarizing the pedagogical experience of Russian language teachers in Almaty schools were used. The printed semiotically heterogeneous texts from the series of textbooks on the Russian language and literature ofthe Kazakh language school (7th, 8th, 9th grades), as well as the video clips of literary miniatures by E. Posashkova on Youtube channel were chosen as the sources for the study material. It was proved that the linguodidactic potential of semiotically heterogeneous texts is disclosed on the basis of a system of special tasks and exercises. The authors’ method of analysing semiotically heterogeneous texts in Russian language classes in Kazakhstan schools is offered. Their linguodidactic potential aimed at memorizing the main content of the text, developing the skills in the main types of speech activity and language aspects, influencing the students’ imagination, emotions, subconsciousness, ensuring the productivity of communication in the new information and communication environment is revealed. Prospective for the study is the study of the functional load of variative components of semiotically heterogeneous texts, their hypertextual connections and implementation in teaching Russian in Kazakh schools.
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