Characteristics of Using Video-Phonograms in Teaching Teenagers Foreign Languages at Secondary Schools

Abstract

the purpose of our research is: to determine psychological characteristics of using video­phonograms in teaching pupils foreign languages at secondary schools; to build a model of educational process with using video­phonograms; to show the characteristics and tasks of each sub­cycle of a video­phonogram; to describe this model in the stage of its experimental verification.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental methods are observation and analy-sis. The participants of our research were 45 pupils of the 7th­B form of school No15 of Rivne (Ukraine). The experiment lasted during 2020­2021 years.the results of the research. Based on the theory of a dialogue in a para-digm of Secondary Predication (Mykhalchuk & Ivashkevych, 2019), we define the following main characteristics of the concept of “a dialogic text” which is the basis of video­phonograms in teaching teenagers the foreign languages at se­condary schools: 1) an attempt to include the listener into a joint search with the author of the truth, focus on the reflection and thinking; 2) the author’s desire to make direct contact with a listener, which is expressed in the variability of the material for analysis and understanding, the possibility of providing a creative approach to understanding the content, because only personal involvement of the listener makes the text a work of art.conclusions. It is emphasized that any video­phonogram has a triple mean-ing: 1) a primary or common meaning; 2) a secondary one – which arises due to the syntagmatic reorganization of the text and the opposition of the primary units; 3) tertiary meaning, which is based on non­textual associations of diffe­rent levels – from the most general to purely personal, authorial ones (they are fixed at the level of authorial paradigms or the author’s dictionary). Therefore, we define the text of a video­phonogram as an extremely com-plex phenomenon, which emphasizes the impossibility of comprehensive deli­neation of textual parameters, all components of its content. This, in turn, some-what prevents the listener from fully understanding the richness and diversity of the meaning of a video­phonogram. It was proved that the semantic structure of the text changed from a reader to reader. And nothing is able, even the develop-ment of science, to stop the movement of the text, to master all its semantic rich-ness, because the text is infinitely open to infinity, and the constants of individual style create the openness of the video­phonogram, the possibility of a listener entering the process of dialogical quasi­communication with the text.