Abstract:

The paper analyzes the educational effect of using creolized texts in the practice of teaching Russian as a foreign language. The authors consider a creolized educational text as a special didactic product formed by combining a verbal text (verbal component) and a visual element (non-verbal component). The authors analyze the existing approaches to the use of various types of creolization, evaluate (according to the criteria developed in the study) the effectiveness of using the visual component in the classroom and give guidelines on the use of discontinuous, creolized polycode tests in teaching practice.

The article also presents a typology and classification of creolized texts.

The "expansionism" of modern scientific research and the transition to a new scientific paradigm in linguodidactics significantly expands the understanding of the educational possibilities of texts, the organization of which includes at least two information fields. А creolized text is a special type of educational text. The degree of visualization - full or partial - in such texts is assessed by scientists as a certain methodological breakthrough in the presentation and assimilation of educational information by students.

Creolization is, in fact, an effective way of visualizing textual information, but it is always a combination of the correct pedagogical tools and a formulated methodological goal. Therefore, in any case, the teacher, before deciding whether it is advisable to use creolized texts in Russian as a foreign language lesson, should start with the question “What problem does this or that type of visualization of educational information solve?”. The answer to this question, according to the authors, should be described in one or two sentences.

Additional questions might include:
- What should the student learn from working with creolized teaching material?
- What factual, conceptual, and subtextual information should the educational creolized text convey to the greatest extent?
- What competencies will the student acquire during the lesson?

If the teacher has answered these questions for himself, he can safely proceed to use visual means of transmitting educational information in his practice.

The article also emphasizes that the interest of modern linguistics, communication theory, and the Russian as a foreign language methodology in the widespread use of non-verbal means of communication is a consequence of scientists' search for additional educational opportunities for “non-traditional”, video-verbal, composite, polycode, creolized text. At the same time, the authors note that "image escalation" not only marks a qualitatively new process in the development of the communication science but also reflects the primary needs of a modern person immersed in the global information flow.

Keywords:

Education, didactics, visualization, creolized text, communication.