Multimodal Content: Fostering Students’ Language and Communication Competences
The research is devoted to multimodal content and its effectiveness for developing students’ linguistic and intercultural communicative competences as an indefeasible constituent of their future professional activity. Description of multimodal content both as a linguistic and didactic phenomenon makes the study relevant. The objective of the paper is the analysis of creolized texts and the effect they have on fostering higher education students’ skills and their productivity. The main methods used are linguistic text analysis, qualitative and quantitative methods, deduction, generalization. The author studies texts with full and partial creolization, their features and role in composing multimodal textual space. The main verbal and non-verbal markers and paralinguistic means that enhance the linguo-pragmatic potential of creolized texts are covered. To reveal the efficiency of multimodal content application in English learning and teaching the author conducts an experiment among both bachelor degree students and teachers. This allows specifying main functions of creolized texts in the process of language learning, detecting ways of developing students’ competences, and increasing their motivation. The described stages of using creolized texts can serve as an algorithm for work with multimodal content in teaching English as a foreign language. The findings contribute to improving efficiency of academic process.
Keywords - Multimodal Content, Creolized Text, English Language Learning and Teaching, Higher Education, Language and Communication Competences.