Logovisual didactic in a foreign language lesson

Abstract

The multimodal texts in the form of text-image combinations have become an integral part of everyday life. We can notice them at every turn, and the best examples of it are the magazines, posters or the internet. Their omnipresence, which is primarily the result of the rapid development and spread of the new media, contributes to the fact that they can no longer be overlooked in the case of foreign language lessons either. Its huge didactic potential, which is the result of the semiotic division of labour of languageimage connections, can not only create new opportunities to promote different language-related and non-language-related skills in foreign language learners but also increase the effectiveness of the process of teaching and learning foreign languages. The prerequisite, however, is that the learner can adequately analyze and understand them. The aim of this article is to make an overview of the forms and functions of different text-image combinations in the foreign language lesson and bring closer the assumptions of logovisual didactic, which assumes the development of special visual-reading literacy to confrontation with them.