An integrative methodology for the formation of lexical competence of students in the "Linguistics" program based on audiovisual micro-modules: Technological and linguodidactic aspects

The aim of this research is the theoretical justification and experimental verification of the effectiveness of an integrative methodology that combines the technological principles of designing audiovisual micro-modules and the linguodidactic mechanisms for the development of lexical competence in students of the "Linguistics" program (level B2) in a digital educational environment. The article presents the results of theoretical substantiation and experimental research, within which a three-phase learning model was developed and tested, based on the principles of neurodidactics and cognitive visualization, integrating technological and methodological aspects of the formation of lexical competence. A microlearning system has been implemented on the Moodle educational platform, including an optimized combination of micro-videos (40%), animated flashcards (35%), and interactive infographics (25%), which ensures the comprehensive development of all components of lexical competence. The scientific novelty of the research lies in the development of a theoretical and methodological justification for a three-phase microlearning model, based on the principles of neurodidactics and cognitive visualization for the formation of lexical competence. Significant correlation links between the parameters of the digital footprint and the effectiveness of learning lexical material have been identified and statistically confirmed (r = 0.82, p < 0.001), which creates a scientific basis for predicting individual educational trajectories. The effectiveness of the developed model has been experimentally proven, providing a significant increase in the rate of learning lexical material (by 37.4%, p < 0.01) and the sustainability of formed skills (an increase in material retention by 42.3%) compared to traditional teaching methods.