Ideological grids as a factor in optimizing the process of teaching a foreign language at the secondary stage of a general education institution

this article examines the concept of the ideological grid as a key factor in optimizing the learning process of a foreign language at the secondary school level. It substantiates its effectiveness in the formation of a systematic acquisition of lexical and grammatical material and the development of students' communicative competence. The author analyzes the structure of the ideological grid, revealing its role in the organization of educational content through interconnected thematic nodes, which contributes to a deeper understanding of linguistic phenomena and accelerated memorization of new lexical units. The study provides specific examples of the English-language grids on various topics, demonstrating the practical application of this technique in teaching, including the development of cognitive and analytical skills of children in secondary education. The psychological and methodological aspects of the implementation of the ideological grid are also considered, its importance for increasing students' motivation and awareness of the functional value of the studied language structures is emphasized. The article highlights the possibility of integrating this methodology with digital educational technologies, as well as its potential in interdisciplinary learning, which expands the boundaries of the language training and increases its practical significance. The conclusions of the study indicate the high efficiency of using the ideological grid as a tool for structuring knowledge, contributing to the formation of a meaningful approach to learning a foreign language and the development of autonomous learning skills. Modern methods of teaching a foreign language are aimed at developing students not only language skills, but also the ability to systematically analyze and intelligently assimilate the material. In this regard, the ideological grid is an innovative approach that makes it possible to optimize the learning process by structuring information and organizing it into logically interconnected blocks. The study used theoretical and empirical methods, including an analysis of scientific literature, a comparative analysis of traditional and innovative teaching methods, as well as a pedagogical experiment conducted among secondary school students. During the experiment, the influence of ideological grids on the effectiveness of mastering lexical and grammatical material and the development of communicative competencies was evaluated. The results of the study confirmed that the use of ideological grids contributes to improving the quality of language learning, the development of cognitive and analytical abilities of students, as well as their motivation to learn a foreign language. Students working with idea grids demonstrated a higher degree of vocabulary memorization, as well as improved skills in constructing statements in accordance with the logical structure of the topic. The analysis of the obtained data indicates that the method of ideological grids is an effective tool in teaching a foreign language, as it contributes to the systematization of knowledge, improvement of memorization and understanding of language structures. In addition, the integration of this approach with digital educational technologies opens up new opportunities for personalized learning and independent language learning. Thus, the use of ideological grids can significantly improve the quality of students' language training, contributing to the formation of stable learning skills and a meaningful approach to learning a foreign language.

ideological grid, learning optimization, foreign language, lexico-grammatical relations, communicative competence, student motivation, digital technologies, interdisciplinary learning