THEORETICAL AND METHODOLOGICAL PRINCIPLES OF THE USE OF VISUAL DESIGN IN LEARNING ENGLISH VOCABULARY

Abstract

The article analyzes the theoretical and methodological principles of using visual design in the process of learning English vocabulary. One of the main tasks of foreign language teaching is the formation of communicative competence, and vocabulary learning is an important aspect of this process. To master a language, it is important not only to have a good vocabulary, but also to acquire pragmatic and sociolinguistic competence. In the learning process, it is important to combine different methods, which together have a positive effect on the intensification of attention. The purpose of the study is to demonstrate the methods of applying visual design in the process of learning English words. Visual design is defined as a set of graphic elements, drawings, and images used in the foreign language learning process. Based on the theory of dual coding, the simultaneous representation of lexical units in verbal and iconic forms ensures the formation of stable cognitive connections, which significantly increases the level of information retention in long-term memory. The study indicates that in educational discourse, visual design as a tool acts as a mediator between the content of the discipline and the specifics of student’s perception, ensuring greater efficiency in the internalization of knowledge. Referring to the theory of dual coding, it is outlined that the process of cognitive data processing is based on the functioning of two autonomous subsystems – verbal (word processing) and nonverbal (image processing). Referential and associative connections arise between the subsystems. Dual coding occurs when one type of information – verbal (text) or visual (image) – activates the other system. Practical tips for using visual design tools when learning English vocabulary are highlighted, including the use of colors, creating associations, and regular use.