The use of bilingual strategies in teaching a foreign language to university students

Abstract

The potential and possibilities of the native language in teaching a foreign language to university students are analyzed, and new bilingual strategies in the conditions of the digital learning environment at the university are suggested. The emergence of the idea of using only a foreign language during its learning is traced, and critical views on this approach are presented. Psycholinguistic studies of recent years have convincingly proved the benefits of educational bilingualism as the functioning of two linguistic and cultural codes in the linguistic consciousness of an individual and an effective tool that promotes the mastery of a foreign language; the main provisions of bilingualism are given. The need to study the strategies used by communicators in bilingual communication situations and their application in the educational environment is emphasized. There is a significant increase in the production and worldwide distribution of audiovisual products used for various activities, including learning foreign languages. One of the bilingual strategies implemented at Kharkiv National Automobile and Highway University with the use of the methods of parallel and audiovisual translation, which are considered effective means of ensuring the comprehensibility of input information in a foreign language and its self-learning, is described. Students received a bilingual script, as well as video and audio recordings of new words and texts in two languages, which were placed on the screen in parallel with their translation. The material was listened to simultaneously with the visual support, repeated in pauses by the recorded speaker, and then practiced while performing creative and problematic tasks during classes. When using audiovisual means of the electronic environment, adaptation to the personal characteristics of students occurs, which has a great potential for personalization in language learning.