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Since today’s world is characterized by intensive development of science, technology and various technologies, it is necessary to actively use a variety of the latest technical means in the educational process. The aim of the article is to analyse the possibilities for use of audiovisual means for cognitive visualization of didactic objects during foreign language teaching. To achieve this goal, the following research methods were used: a comprehensive comparative analysis of psychological, pedagogical and methodological literature on the research problem; interpretation of basic concepts; generalization, prognostic analysis to identify ways to ensure the effectiveness of audiovisual teaching aids. In the article, modern audiovisual media are described as the integration of visual and audio media. It is noted that the purpose of visualization is to support logical operations in all types of educational activities: analysis, synthesis, comparison, search for connections and relationships, systematization, conclusions, etc. The functions of visualization are sorted out: development of imagination, concentration, associative thinking and others. At practice, modern visualization means such as scribing, sketching, and smart cards are used to support visualization. Audiovisual media include audio computer programmes, audio visual statistics (presentations), visually dynamic media (videos), and more. The stages of training and functions of audiovisual means on a certain stage are defined. Thus, at the initial stage audiovisual means provide active reproduction of working conditions, at the stage of awareness − explanation of methods and logical presentation of its sequence, at the stage of memorization − activation of cognitive activity by problem methods, at the stage of use − consolidation of skills through exercises. it is necessary to take into account the psychological features of attention: concentration, stability, volume, distribution, switching. It has been proven that audiovisual teaching aids allow to present information in the right sequence and in the right proportions, to focus on those parts of the object that are currently the subject of development during bilingual learning. Thus, with the support of modern audiovisual media, the learning process becomes more manageable, instrumentalized, predictable design model.

PROSPECTS OF USING AUDIOVISUAL TEACHING MATERIALS