The use of visual and cognitive approach to the foreign language teaching at a technical university

Importance. The development and implementation of a visual cognitive approach in teaching methods of extracting, processing, memorizing, storing, and transmitting a large amount of information as well as its transformation and rethinking in new realities for the development of conceptual thinking and the formation of cognitive self-regulation skills seem to be relevant. The aim of the paper is to develop the applicative model of the cognitive visualization elements while teaching a foreign language in a technical university.
Materials and Methods. The theoretical and methodological basis of the study are the works of V.Z. Dem’yankov, A.A. Verbitsky, T.A. Syrina, A.N. Pogrebnova, L.E. Mnguni and others. The following methods have been used while conducting the study: content analysis of scientific and methodological literature, theoretical synthesis, experimental work, and pedagogical experience generalization.
Results and Discussion. The application of a visual cognitive approach with visual support in the form of video material on the topic of the lesson is considered and a set of exercises within the framework of this approach for the development of professional communication skills is presented. The stages of working with a video clip and processing information in cognitive structures are presented. All tasks contain visual aids that allow processing, structuring and interpreting the information presented in the video fragment. The lesson ends with a creative task that stimulates the development of cognitive abilities.
Conclusion. The visual cognitive approach to teaching a foreign language can be an effective tool to stimulate the learning process and increase students’ motivation. Cognitive strategies are aimed at developing mental processes such as attention, memory, thinking and problem solving

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