Linguistic and didactic specificity of multimodal discourse: possibilities and effectiveness of creolized text application in English teaching

The article analyzes the specifics of multimodal discourse from the point of view of its prospects in teaching students English as a foreign language, namely, in the process of developing linguistic and intercultural communicative competencies of undergraduate students of non-linguistic specialties, which is an integral part of their training as future specialists. The relevance of the study lies in the description of multimodal discourse as a linguistic and didactic phenomenon. The purpose of the study is to study the linguodidactic parameters of creolized texts, which are one of the types of multimodal discourse, and the possibility of their application in the formation and development of students’ language skills. The author describes texts with full and partial creolization, their features and role in the formation of multimodal discursive space. The main verbal and non-verbal components and paralinguistic means that enhance the linguopragmatic potential of creolized texts are highlighted. The main research methods are linguistic analysis of the text, qualitative and quantitative methods, deduction, generalization. To identify the effectiveness of using multimodal discourse in the process of learning and teaching English, the author conducts an experiment among undergraduate students and teachers. It becomes possible to clarify the main functions of creolized texts, the use of which contributes to the development of students’ competencies and increases their motivation and activity in English classes. An algorithm for working with multimodal discourse is presented: the main stages of using creolized texts are described. The results obtained during the study contribute to the development of discourse theory and methods of teaching foreign languages and can be practically used to maximize the optimization of the educational process.