DOI: 
http://dx.doi.org/10.15293/1813-4718.2002.12
UDC: 
[378.016:811]:371.333
Kulamikhina Irina Valentinovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Chair of Foreign Languages, Omsk State Agrarian University, iv.kulamikhina@omgau.org, Omsk
Esmurzaeva Zhanbota Baurzhanovna
Кандидат филологических наук, Cand. Sci. (Philol.), Assoc. Prof., Chair of Foreign Languages, Omsk State Agrarian University, yesmurzaeva@mail.ru, Omsk
Marus Maxim Leonidovich
Кандидат филологических наук, Cand. Sci. (Philol.), Assoc. Prof., Chair of Foreign Languages, Omsk State Agrarian University, max_marus@bk.ru, Omsk
Zakotnova Polina Vladimirovna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof., Chair of Foreign Languages, Omsk State University, zakotnova@mail.ru, Omsk

Pedagogical Technologies for Developing Visual Literacy in Veterinary Students in the Profession-Related Foreign Language Class

Abstract: 
The development of digital communication has determined the importance of visual literacy skills required by specialists in any professional area. Foreign language teachers are faced with the acute problem of developing visual literacy in university students. The purpose of the article – to identify effective pedagogical technologies aimed at developing visual literacy in students majoring Veterinary Medicine studying English for special purposes at Omsk State Agrarian University. Methodology and research methods. B. A. Seels’s conceptual ideas about the visual literacy concept. The systematic approach to structuring the visual literacy. The student-centered approach and the activity approach to the training and assessment of visual literacy skills. Critical thinking principles for the selection of pedagogical technologies. The results of the study. The most effective pedagogical technologies for the development of students’ visual literacy skills were identified: the Reading Circles technology; application of conceptual maps; “Guided” image-based discussions; storytelling technology. The results of pretesting, pedagogical observation and the final assessment of students’ achievements after completing the course indicate a positive trend in the development of students’ visual literacy skills. Conclusion. The obtained results confirmed the effectiveness of the pedagogical technologies. Students who completed this course significantly improved their visual literacy skills. The most significant results were observed in students with good cognitive and communicative skills. Despite the positive dynamics in the development of visual literacy skills, there remains a need for further work on the development and improvement of visual skills.
Keywords: 
visual literacy, visual thinking, critical thinking, communicative competence, student of the veterinary specialty, higher education
Please register
References: 

1. Martynova, A. G., 2017. Developing visual literacy skills as a component of foreign language communicative competence. Science about a human: humanitarian research, no. 4 (30), pp. 133–139. (In Russ., abstract in Eng.)
2. Anderson, K., Robinson, E., Rhonda, S., Brynteson, K., 2015. Teaching visual literacy: pedagogy, design and implementation, tools, and techniques. Essentials of teaching and integrating visual and media literacy. Cham: Springer Publ., pp. 265–290. (In Eng.)
3. Bleed, R., 2005. Visual literacy in higher education. EDUCAUSE learning initiative explorations, no. 1, pp. 1–11. (In Eng.)
4. Bowen, T., 2017. Assessing visual literacy: a case study of developing a rubric for identifying and applying criteria to undergraduate students learning. Teaching in higher education, no. 22, pp. 705–719. (In Eng.)
5. Brumberger, E., Northcut, K., 2013. Meeting the challenge of teaching visual communication. Designing texts: teaching visual communication. New York: Baywood Publishing, Publ., pp. 1–7. (In Eng.)
6. Chalikandy, M., 2013. A comprehensive method for teaching English for specific purpose. Arab world English journal, no. 4 (4), pp. 310–322. (In Eng.)
7. Goldstein, B., 2016. Visual literacy in english language teaching [online]. Part of the Cambridge papers in ELT series. Cambridge: Cambridge University Press, Publ., 12 p. Available at: http://languageresearch.cambridge.org/images/Language_Research/Cambridge... (accessed: 02.02.2020). (In Eng.)
8. Hartsell, T., 2015. Mapping concepts for learning. Essentials of teaching and integrating visual and media literacy, pp. 203–215. (In Eng.)
9. Kulamikhina, I. V., Birova, J., Alipichev, A. Yu., Vasbieva, D. G., Kalugina, O. A., 2018. Developing communication and critical thinking through creative writing in English and French language: analysis of classroom management strategies. Komunikacie, no. 20 (1), pp. 115–130. (In Eng.)
10. Kulamikhina, I. V., Esmurzaeva, Z. B., Vasbieva, D. G., Alipichev, A. Yu., 2019. Supporting English competence development in university teachers: principles and practices. New trends and issues proceedings on humanities and social sciences, no. 6 (1), pp. 256–268. (In Eng.)
11. Milosevic, D., 2017. Using video materials in English for technical sciences: a case study. New developments in ESP teaching and learning research, pp. 15–30. (In Eng.)
12. Nganga, T. K., Yunusa, H. M., Hashim, N. H., 2015. Soft skills integration in teaching professional training: novice teachers’ perspectives. Procedia – social and behavioral sciences, no. 186, pp. 835–840. (In Eng.)
13. Novikova, Y. B., Alipichev, A. Yu., Kalugina, O. A., Esmurzaeva, Z. B., Grigoryeva, S. G., 2018. Enhancement of socio-cultural and intercultural skills of EFL students by means of culture-related extra-curricular events. XLinguae, no. 11 (2), pp. 206–217. (In Eng.)
14. Seels, B. A., 1994. Visual literacy: the definition problem. Visual literacy: a spectrum of visual learning. Englewood Cliffs: Educational Technology Publications, pp. 97–112. (In Eng.)
15. Walker, D., Roberts, J., Mehlhorn, J., 2015. The importance of soft skill development for veterinary technology graduates and veterinary businesses. Business and economic research, no. 5 (2), pp. 315–326. (In Eng.)