Suggestive function and value of illustrations in teaching foreign languages

in this article, innovative methods of foreign language teaching used in Soviet pedagogy are examined from a historical perspective, with particular attention given to the application of suggestive methods. The concepts of suggestion and counter-suggestion are discussed. Examples of suggestive methods employed by Soviet educators to maintain attention in a group of children are provided. The illustrative design of educational materials from the Soviet period (1980-1985) is analyzed, specifically focusing on the textbook by I.L. Bim titled ‘German Language.’ It is emphasized that Soviet teachers used various variants of suggestive methods in a very humane manner. The individual approach opened up extensive opportunities of using characters and their attributes, which allowed to build relationships between teacher and pupil based on mutual understanding. This made it easier to overcome counter-suggestive difficulties, and create a comfortable atmosphere for immersion in foreign-language culture. A comparative analysis of the aesthetic and practical functions of textbooks and teaching aids (TTAs) of the Soviet and contemporary (2020-2025) periods for learning foreign languages. The quality of printing, style, content and functionality of the illustrative range are compared, characters (textbook mascots) are analyzed, and questions regarding the effectiveness of each are raised, along with methodological priorities in the application of one or the other in teaching.

suggestion, counter-suggestion, textbook, illustrations, Soviet pedagogical school, foreign languages