Integration of cognitive-visual techniques in teaching foreign language monologic speech to primary school students

The aim of the study is to systematize the techniques of cognitive visualization of educational material that activate speech-thinking processes in primary school students with the purpose of creating monologic utterances in a foreign language. The concepts of cognition and cognitive visualization are clarified, and a classification of the main techniques of cognitive visualization is proposed. A set of tasks using cognitive-visual techniques has been developed for various stages of preparing foreign language monologues by younger students. The methodological justification for the integration of specific visualization techniques at each stage of utterance creation is provided. The scientific novelty lies in substantiating a systematic approach to the application of cognitive-visual techniques in teaching foreign language monologic speech to younger schoolchildren. It is demonstrated that cognitive visualization enables students to creatively reinterpret information and present it in a visual form, transforming mechanical memorization into conscious speech construction. The result of the study is the development of an algorithm for working with cognitive visualization techniques in foreign language lessons at the primary school level during monologic speech training.