Teaching foreign languages to non-linguistic university students based on a multimodal approach (using foreign language listening comprehension as an example)

The use of digital resources can confi dently be considered one of the priority areas in foreign language teaching methods today. This article focuses on teaching listening comprehension to students at a non-linguistic university using a multimodal approach, which involves the use of audiovisual materials in foreign language classes. Audiovisual materials are defi ned as a series of interconnected images intended for visual and auditory perception using technical devices. The author analyzes modern educational standards to determine the requirements for teaching foreign languages to students majoring in non-philology. She systematizes the basic concepts of “multimodality” in foreign language teaching. She clarifi es the essence of the multimodal approach and its potential for teaching listening comprehension of foreign language speech. A set of exercises for developing listening skills (with comprehension of basic information and full understanding of the spoken text) is proposed. This set includes a series of sequential tasks at three traditional stages of working with audiovisual materials: pre-viewing, viewing, and post-viewing. A trial training session using the presented methodological development is described, conducted at the Faculty of Digital Technologies and Cybersecurity at F. M. Dostoevsky Omsk State University within the framework of the course “Business English in IT”. It is concluded that the use of a multimodal approach to teaching foreign language listening signifi cantly enhances the informational and emotional richness of foreign language lessons, intensifi es the transfer of information, and improves retention and assimilation of material through a comprehensive impact on visual and auditory perception.