Email this article The role of the visual semiotic code in modeling the conceptosphere of the educational text
- Authors: Serebrennikova E.A.1, Zyubanov V.Y.1, Kuryanovich A.V.1,2
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Affiliations:
- Tomsk State Pedagogical University
- Jilin University of Foreign Studies
- Issue: No 4 (2025)
- Pages: 142 - 172
- Section: ARTICLES
- URL: https://medbiosci.ru/2312-7899/article/view/359751
- DOI: https://doi.org/10.23951/2312-7899-2025-4-142-172
- ID: 359751
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Abstract
The functional resource of the visual semiotic code, as realized in the educational text, is considered as a complex structural and meaningful sign phenomenon. The educational text is the most important component of the educational process, particularly in the field of multicultural language communication, as it conveys fragments of cognitive knowledge, influences students’ consciousness, and forms their worldview, including their understanding of cultural values. The learning materials are linguodidactic texts whose aim is to learn a foreign language with the help of the language itself: Natural language is defined both as an object and an instrument of cognition. In order to solve linguo-didactic problems, a whole arsenal of other units of the visual semiotic code is used in addition to the signs of the natural language to be learned. Their role in conveying cognitive and cultural knowledge is well known. The starting point is the idea of organizing the conceptual content of the linguo-didactic text in the form of a conceptosphere, comprising a series of meanings united around the key concepts of “human” and “language”. The particular importance of the semiotic level for the content of the conceptosphere of such a didactic text is emphasized. The role of the visual semiotic code in modeling the conceptosphere of an educational text is examined through the example of a textbook on Russian as a foreign language for students from the Republic of Kenya. The functional properties of visual signs as elements of the text structure are analyzed in terms of their ability to act as a means of conceptualizing the content and conveying fragments of the worldview of the authors – native speakers of the Russian language and Russian culture – to addressees who represent Kenyan linguaculture and know the Russian language as secondary language personalities. The main focus is on analyzing the cognitive properties of visual signs that function in educational linguistic texts as a means of forming a secondary worldview in students. The results of the study demonstrate that the visual semiotic code is an integral and active component of modeling the conceptosphere of the linguo-didactic text, thereby ensuring effective communication between the author and the student within the context of intercultural educational interaction.
About the authors
Elena Aleksandrovna Serebrennikova
Tomsk State Pedagogical University
Author for correspondence.
Email: mangustelena22472@gmail.com
Tomsk, Russian Federation
Vadim Yurjevich Zyubanov
Tomsk State Pedagogical University
Email: zyubanovvy@tspu.ru
Tomsk, Russian Federation
Anna Vladimirovna Kuryanovich
Tomsk State Pedagogical University; Jilin University of Foreign Studies
Email: kurjanovich.anna@rambler.ru
Tomsk, Russian Federation; Changchun, China
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