Implementation of the Auditory Mode in the Multimodal Teaching System of Complex Sentence Syntax in Higher Education Institutions

Abstract

Abstract. The article is devoted to the theoretical justification and development of methodological tools for the implementation of the auditory mode within the framework of multimodal teaching of complex sentence syntax in higher education institutions. The main focus is on researching the potential of the auditory channel as a cognitive strategy that promotes in-depth structuring of knowledge and reduces cognitive load in philology students. Theoretical methods of analysis, synthesis and generalisation were used to study linguistic and pedagogical literature; an empirical method of observing the educational process in higher education institutions, which made it possible to interpret the peculiarities of students' perception of complex syntactic structures through the auditory channel; a method of inductive generalisation to systematise one's own teaching experience and identify the most effective types of tasks. Results. The article reveals the role of the auditory mode as the foundation for the transition from mechanical application of rules to an intuitive sense of syntactic hierarchy. It is said that prosody is the primary marker of syntactic organisation, which ensures the successful encoding of complex constructions in live communication. A practical set of tasks is proposed and described, covering work with authentic podcasts, audiobooks, and the use of specialised software to objectify the analysis of the acoustic parameters of a complex syntactic whole. Attention is focused on the ‘Shadowing’ technology, syntactic modelling based on auditory stimuli is proposed, and students are encouraged to create their own audio projects, which allows them to integrate theoretical knowledge into practical sensory experience. The effectiveness of combining the auditory channel with visual and kinesthetic modes for the formation of holistic language competence is outlined. Conclusions. Implementation of the auditory channel allows language to be represented as a dynamic multimodal system, which is critically important in the context of the digital transformation of education. It has been established that the use of the auditory mode contributes to the development of critical thinking mechanisms and the preparation of future specialists for effective communication in a multimodal environment.