Аудіальна модальність як складник мультимодальної репрезентації англійськомовних дитячих науково-популярних текстів

The article studies auditory modality as a component of multimodal representation in English children’s nonfiction. In this work, auditory modality is considered an important semiotic resource that functions in interaction with other modalities and provides multichannel perception of information. The relevance of the research topic is determined by the growing interest in multimodal forms of children’s publications that integrate verbal, visual, auditory, tactile and spatial means of perception. Particular attention is paid to the means of realising auditory modality, which are divided into verbal (onomatopoeia, sound imitation, exclamations, descriptive sound nominations, metaphorical and poetic designations of sounds), paralinguistic (font highlighting, graphic imitation of sound) and material-technical or integrated (buttons, sliders, tabs, built-in musical instruments). The object of the study is English children’s nonfiction publications, and the subject is the ways of implementing auditory modality as a component of multimodal representation. The material highlights thematic areas of auditory modality representation: zoological (animal sounds), locational (natural, urban and cosmic environments), temporal (seasons, time of day, holidays), transport (sounds of vehicles), musical (musical works, styles, instruments, biographies of composers) and irreal (fantastic characters and events). The study shows that auditory modality contributes to the development of auditory perception, phonemic awareness, interactivity and emotional engagement of children by combining verbal, paraverbal and material-technical means, and is a key factor in the holistic multimodal representation of English children’s nonfiction texts. The results confirm the important role of auditory modality in shaping children’s cognitive, sensory, and emotional experience in the process of perceiving scientific information.