Проблеми сучасної психології (May 2022)
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 video-phonograms in teaching pupils foreign languages at secondary schools; to build a model of educational process with using video-phonograms; to show the characteristics and tasks of each sub-cycle of a video-phonogram; 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 analysis. The participants of our research were 45 pupils of the 7th-B form of school №15 of Rivne (Ukraine). The experiment lasted during 2020-2021 years. The results of the research. Based on the theory of a dialogue in a paradigm of Secondary Predication (Mykhalchuk & Ivashkevych, 2019), we define the following main characteristics of the concept of “a dialogic text” which is the basis of video-phonograms 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 video-phonogram has a triple meaning: 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 non-textual 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 video-phonogram as an extremely complex phenomenon, which emphasizes the impossibility of comprehensive delineation of textual parameters, all components of its content. This, in turn, somewhat prevents the listener from fully understanding the richness and diversity of the meaning of a video-phonogram. It was proved that the semantic structure of the text changed from a reader to reader. And nothing is able, even the development of science, to stop the movement of the text, to master all its semantic richness, because the text is infinitely open to infinity, and the constants of individual style create the openness of the video-phonogram, the possibility of a listener entering the process of dialogical quasi-communication with the text.
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