Open AccessTHE ROLE OF METHODOLOGICAL SUPPORT (SCAFFOLDING) IN SUBJECT-LANGUAGE TRAINING: VISUALIZATION OF LEARNING THROUGH A SYSTEM-FUNCTIONAL MULTIMODAL APPROACH
Author(s) -
М. Е. Какимова,
Е. В. Е.В. Сабиева,
Г. Ж. Енсегенова
Publication year - 2021
Publication title -
habaršy
Language(s) - English
Resource type - Journals
ISSN - 2306-5079
DOI - 10.52512/2306-5079-2021-85-1-136-145
Subject(s) - pragmatics , context (archaeology) , computer science , subject (documents) , focus (optics) , process (computing) , visualization , linguistics , psychology , artificial intelligence , world wide web , paleontology , philosophy , physics , optics , biology , operating system
When learning a second foreign language, students often face numerous problems, one of which is the lack of linguistic resources of the language being studied. The most effective solution to this problem can be the use of methodological supports (scaffolding) in the context of Content and Language Integrated Learning (CLIL). This article examines the possibility of using visual thinking as a potentially valuable multi-modal tool for the development and understanding of scientific content by students in the context of CLIL through discourse analysis. It is known that the discourse has a focus on pragmatics, on various linguistic situations, on communication and on the text as a whole. It is assumed that discourse and its analysis are considered as a process and a result in the form of a text at the same time.