XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
88
THE CONCEPT OF VISIBILITY’S INVOLVEMENT IN THE PROCESS OF
FOREIGN LANGUAGE ACQUISITION
Ibragimova A.R.
Nukus, Uzbekistan
English language teacher, English Language and Literature Department,
Berdakh Karakalpak State University
Annotation:
Visual aids plays a huge role in teaching process. Teacher without visual
aids is seemed as unarmed soldier in the war. This article provides the aspects of
language from a range of perspectives, touching on a number of fundamental issues,
notably the variation in visual properties across languages.
Key words:
Audio-visual, learning outcome, power point presentation, effectiveness in
teaching, insufficient methodological readiness of teachers, mental activity, symbolic
methods.
Learning activities are more successfully completed when students’ use of
language is based on their direct awareness of things, processes, and their imagery.
Mental activity is characterized by a mix of direct perception and the conceptual
equipment of thinking when verbal therapy is combined with the use of visual methods.
The concept of visibility entails the use of visual learning resources in such ways
that they contribute to the inclusion of perceptions and representations formed on the
basis of their usage in students’ mental activity, stimulating and facilitating it.
Visibility is the foundation upon which a new language is learnt in an unusual
manner and pupils’ speaking processes are established. The use of visual aids ensures the
ease and speed of reproduction in consciousness of connections from a foreign language
word denoting a concept to the image of an object and phenomenon, as well as
connections from the image of an object perceived at the time of speaking to a foreign
language word expressing a concept.
According to I.A. Zimnaya, the aims of employing visibility are decided by the
problems that the teacher encounters at a certain level of teaching a foreign language [1,
384]. She thinks that visibility in terms of expressing information while teaching a
foreign language may be employed for the following purposes: semanticizing linguistic
content and structuring memorization by building a relationship between verbal and
visual-sensory pictures of reality.
According to E.I. Passov, the goal of employing pictorial semantic supports is to
«elicit the appropriate linkages between the picture (concept, meaning) and what will
become the meaningful substance of the utterance,» because «even abstract ideas are
quickly and securely connected to the visual image» [2, 164]. According to him, «those
traits and attributes of things that are crucial in order to comprehend the essence and
decide the direction of the speaker’s mental flow might be hyperbolized» in these
supports.
The issue of employing visibility in teaching is strongly tied to the issue of
modeling instructional content. Models allow you to map real-world occurrences and
objects to a range of abstract symbols and concepts, and the links between them to the
XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
89
connections between the related abstractions. But first, consider the idea of «model»
which is utilized in many domains of research. A model is an artificially created object in
the form of a diagram, physical structures, sign forms, or formulas that, while similar to
the object under study (or phenomenon), displays and reproduces the structure,
properties, relationships, and relationships between the elements of this object in a
simpler and coarser form.
It is typical to conditionally classify models into three types: physical (having the
same nature as the prototype); real-mathematical (having a different physical nature than
the prototype, but a mathematical description of the original is conceivable); and logical-
semiotic (constructed from special signs, symbols and structural schemes). Other classes
include actual and mental models (visual-figurative and logical-symbolic).
A.N. Kochergin considers the following models by species in his suggested
classification: material, ideal, objective, symbolic [3].
S.I. Arkhangelsky categorizes current models into three types: material, abstract,
judgmental, and analogous [4, 102].
L.M. Friedman identifies two types of models: 1) material (material, actual),
which is further subdivided into static (stationary) and dynamic (active); 2) ideal, which
is further subdivided into figurative or iconic, iconic (symbolic), and mental (mental,
imagined) [5, 80]. According to him, all of the highlighted models have the property of
visibility, both for their makers and for those who comprehend them. Material models are
visual because they depict genuinely real items and are viewed sensually. Ideal models
are also sensually observable, evoking pictures of the mimicked things on which they
were constructed.
Today, the modeling approach is frequently employed in education. According to
L.M. Friedman, modeling in the classroom involves two aspects: 1) acts as the material
that students should learn; 2) is the educational activity and methods by which learning
goals are realized, and without which full-fledged learning is impossible.
The great bulk of human activities need the use of symbolic methods. Because it is
closely associated with meaning, it is considered that the sign symbolizes the object and
reflects via the meaning of the features and interactions of objects. Thus, the purposes of
symbolic means are to represent the object, conjure the item’s image, and impart
information about the topic.
Sign systems may efficiently encapsulate incoming information, simplifying and
speeding up the process of converting received information to an accessible form for
usage.
Psychology differentiates between many sorts of symbolic methods (for example,
linguistic and non-linguistic). The specifics of its use are determined by the type of
activity and the intended objective. All sorts of symbolic means are employed in real
activity, including AI instruction, not in isolation, but in a complex, which is quite
obvious in the support-semantic scheme, which contains different types of visual symbols
that show the content of the educational material.
The practical importance of both the general technique of scientific cognition and
psychological and educational components necessitates mastery of the modeling
approach. Modeling functions as an instructional tool and a technique of generalizing
educational content, as well as presenting it in a collapsed form, when students construct
XXI CENTURY RENAISSANCE IN THE PARADIGM OF SCIENCE,
EDUCATION AND TECHNOLOGY INNOVATIONS
90
various models of the topics being studied. Furthermore, modeling of educational content
is commonly utilized for its logical ordering, building of semantic frameworks, visual
display of educational information utilizing mnemonic principles.
Visibility is represented via drawings, photos, diagrams, tables, and images.
Internal visibility is also a result of a specific context, the local linguistic environment.
The appearance of mental representations of these items recorded in photographs,
drawings, and so on is known as visibility. When they speak about visibility, they are
referring to pictures of these items. Because the sense of visibility has an emotional
influence on the learner, vivid visibility develops a concept of live pictures and causes
related associations.
It is vital to generate such speaking scenarios that should be stimulated with the
assistance of clarity while studying a language, which is a sign system, a form of thinking
expression, and a means of communication.
REFERENCES:
1.
Зимняя И.А. Педагогическая психология – М.: Логос, 2000. – 384 с.
2.
Пассов Е.С. Основные вопросы обучения иностранной речи – Воронеж:
Воронежский гос. пед. институт, 1974. – 164 c.
3.
Кочергин А.Н. Моделирование мышления – М.: Политиздат, 1969.
4.
Архангельский А.С. Обученность – главная переменная шкала отметок,
градации контингента и функции оценивания учителя – М.: Знание, 1985. – 102 с.
5.
Фридман А.М. Наглядность и моделирование в обучении – М.: Знание, 1984.
–80 c.
6.
Nizamaddinovna S. A. Specific Expression of the Concept» Love» at the Level of
Lexical Units //Journal of Ethics and Diversity in International Communication. – 2021.
– Т. 1. – №. 5. – С. 49-53.
7.
Nizamaddinovna S. A. Verbalization of the concept “love/muhabbat” in the
proverbs of English and Karakalpak languages //METHODS. – 2022. – Т. 3. – С. 30.
8.
Садуллаева Альфия Низамаддиновна СТИЛИСТИЧЕСКИЙ АНАЛИЗ
КОНЦЕПТА «МУҲАББАТ» (ЛЮБОВЬ) В ПРОИЗВЕДЕНИИ «ТЕРБЕНБЕС» //
European
journal
of
literature
and
linguistics.
2023.
№2.
URL:
https://cyberleninka.ru/article/n/stilisticheskiy-analiz-kontsepta-mu-abbat-lyubov-v-
proizvedenii-terbenbes (дата обращения: 16.11.2023).
