Linguistic and didactic potential of visual art at the foreign language lessons

Statement of the problem. Visual art has a great didactic potential. The advantages of its use in teaching foreign languages and selection criteria are considered. Assignments of using photography, graffiti, and paintings at the English lessons in the 9th grade are presented. The purpose of the article is to consider the linguistic and didactic potential of visual art and to present the author’s recommendations for their application in the process of teaching English to secondary school students. Methodology is based on the analysis and generalization of scientific studies on the possibility of using visual art at the foreign language lessons in secondary school as well as on the description of the experience of using the assignments for the implementation of this process. Research results. The terms ‘works of art’ and ‘visual art’, which are used as synonyms by many authors, have been considered. The necessity of using the visual aspect in the process of learning a foreign language is substantiated. Practice of using visual art (photography, graffiti, and paintings) at the English lessons in secondary school showed their importance for the development of students’ speaking skills and abilities, as well as their personal experience.