Multimodal approaches to mastering modality in English

Abstract

Modern trends in the globalization of the educational space necessitate a revision of traditional approaches to the study of grammatical phenomena of the English language. Modality as a linguistic category expressing the speaker's attitude to the content of an utterance is particularly difficult for students of English as a foreign language. This study is devoted to the theoretical substantiation and practical development of multimodal pedagogical strategies for mastering modality in the context of the educational process. In the course of the theoretical analysis, the conceptual foundations of the integration of various semiotic modes into the process of studying modal constructions of the English language were considered. The use of an integrated methodological framework, including psycholinguistic principles and a multimodal theory of learning, has made it possible to identify key factors in the effectiveness of various pedagogical approaches. The results demonstrate a significant increase in the assimilation of modal constructions when using multimodal technologies, including visual, auditory and kinesthetic components of learning. The theoretical significance of the research lies in the substantiation of a conceptual model for the integration of cognitive-discursive and multimodal approaches in education. The practical value of the work is determined by the possibility of applying the developed strategies in the system of higher and additional professional education to optimize the process of formation of foreign language communicative competence.