Implementation of the Principle of Visualisation in Teaching Chinese to Linguistics Students

Introduction. The last decade has been marked by increased attention to learning Chinese, which is clearly evident in professional language education. As a result, there is a need for further theoretical rethinking of the issues of teaching methods and the need to expand scientific knowledge about the implementation of general didactic principles in teaching Chinese, one of which is the principle of clarity. In addition, the significance of its implementation depends on the hieroglyphic nature of the language. It seems necessary to consider its essence, show the specifics of its implementation in teaching foreign languages and describe the possibilities of using visual clarity in teaching Chinese. The novelty of the research is to expand scientific knowledge about the use of visual aids in teaching productive speech activities to students of linguistics studying Chinese. The developed set of exercises using different types of visual clarity allows students to keep the studied material in long-term memory and actively use it in the practice of students' oral and written speech. Materials and methods. The main set of research materials consisted of scientific works on pedagogy, psychology, linguistics and methods of teaching foreign languages. To achieve the goal and objectives, a set of complementary research methods was used, the leading of which was the theoretical analysis of sources covering various aspects of the use of visual aids in teaching foreign languages. Participant observation has become a significant empirical method. Results. In existing studies, various types of visibility have been identified and described. The need for their application is predetermined by the transition from sensory perception to abstract thinking in the process of cognition. The effectiveness of using a variety of visual aids is due to the greater sensitivity of the human visual organs, which leads to the removal of difficulties and activation of speech material. In the process of learning to speak and write, visual clarity plays a stimulating function, serves as a support for the production of speech statements in oral or written form, and ensures their consistency, completeness, and lexical and grammatical diversity. By using a variety of diagrams, drawings, photographs, tables, maps, etc. during the learning process, it becomes possible to keep the necessary visual images in the students' memory and firmly consolidate the acquired knowledge. Their variable use makes it possible to increase the effectiveness of Chinese language teaching due to the establishment of associative connections and the expansion of the list of exercises used in the classroom. Discussion and conclusion. The principle of clarity plays an important role in teaching Chinese to future linguists. The use of different types of visual clarity contributes to the development of monologue and dialogic speech skills, as well as increases the effectiveness of writing training.