Visualization as a mechanism of creolization in the adaptation of texts of educational and pedagogical discourse

Modern texts of educational and pedagogical discourse are heterogeneous in their structure and form, since they consist not only of a verbal component, but also of a visual one, represented by drawings, photographs, diagrams, etc. The increase in the number of such texts in recent years has been caused by the advent of accessible multimedia technologies for their creation, on the one hand, and on the other hand, by the desire of the authors to appeal to the first signal system, enhancing the translocative effect of communication. The purpose of our study is to summarize the data obtained on the role visualization plays in the adaptation of texts of educational and pedagogical discourse and to identify common mechanisms for the creation of creolized adapted texts. The object of research is creolized texts of scientific and pedagogical discourse, and the subject is visualization as a mechanism for adapting such texts. For the analysis, texts from various fields of knowledge of educational and pedagogical discourse presented in school textbooks and the Internet were selected. Then, using content analysis, we studied texts consisting of a verbal and non-verbal component, which are commonly called creolized, tracing the mechanisms of their creation and the functions of the visual component in the adaptation of such texts. The results obtained during the study allowed us to draw the following conclusions: visualization, along with schematization and polycoding, as a mechanism of creolization is present in the vast majority of texts of educational and pedagogical discourse. Also, visual and verbal information in texts are interconnected and have certain forms of interaction. The visual component can replace the verbal one, add new information, or the verbal and visual information may overlap to a certain extent. We call such forms of interaction of visual and verbal components substitution, addition and intersection. By substitution, we mean an interaction in which the visual component represents a concept, phenomenon, or process, while the verbal component provides only its nominative characteristic. The visual component can complement the verbal one by introducing new information, for example, an image of a phenomenon in the surrounding world and verbal signatures that give it a scientific nomination. When the verbal and non-verbal components intersect, the visual component reveals only part of the general meaning of a concept.

text adaptation, creolized texts, educational discourse, Visual component, ways of text`s adaptation, pragmalinguistics, linguasemiotics, polycode texts, heterogenious texts, text visualization