INTERSEMIOTIC TRANSLATION AS A METHOD OF TEACHING ENGLISH TO MENTALLY HANDICAPPED STUDENTS

 The article is focused on the problem of intersemiotic interpretation as a method of teaching English to mentally handicapped students. It also substantiates the objective necessity that a skilled teacher should be very flexible and methodologycally well-prepared for teaching English as a foreign language to such special students, using different methods tailored to their individual needs. The authors claim that working with students with special educational needs is a constant search for new forms and methods of work. It’s proved that while discussing literary texts that are especially difficult for mentally handicapped students, lessons should be based on students' creative activity, which leads to positive effects and provides children with new stimuli for quick reactions and critical thinking. The authors define that in intersemiotic translation the most valuable are activities of students, which allow to translate a literary text into a special text intended for recitation, radio, television, theater, when students have to do many analytical activities: to determine the place of events, to extract heroes, to choose fragments of the narrative, to transform text fragments into dialogues, to make a cast, to match the background music and acoustic effects.