Bulletin of Kemerovo State University. Series: Humanities and Social Sciences Bulletin of Kemerovo State University. Series: Humanities and Social Sciences Вестник Кемеровского государственного университета. Серия: Гуманитарные и общественные науки 2542-1840 2541-9145 99969 10.21603/2542-1840-2025-9-4-498-508 mujocl Междисциплинарные исследования языка Interdisciplinary Language Studies Междисциплинарные исследования языка Effect of Visual Stimulus on Communicative Efficiency in Medical Education Влияние визуального стимула медико-образовательного материла на эффективность коммуникативного акта Федорцева Ирина Александровна Fedorceva Irina Aleksandrovna fiedortsieva@bk.ru Кемеровский государственный университет Кемерово Россия Kemerovo State University Kemerovo Russian Federation 05 12 2025 05 12 2025 9 4 498 508 18 06 2025 22 07 2025 https://jsocnet.ru/en/nauka/article/99969/view

Эффективный коммуникативный акт в форме вопрос-стимул – ответ-реакция в мультилингвальной медико-педагогической среде требует учета не только лингвистической сложности высказывания, но и когнитивных процессов, прагматических норм и культурного кода студентов. Исследование направлено на анализ коммуникативных стратегий, оптимизирующих взаимодействие между преподавателем и студентами в многоязычной аудитории. Цель – выявить вероятность проявления коммуникативных неудач в зависимости от заданных типов вопросов-стимулов и их влияние на последующие ответы-реакции мультилингвальных студентов в условиях медико-педагогического дискурса. Материалом послужили записи диалогической речи, отобранные методом сплошной выборки с практических занятий со студентами-­мультилингвами и преподавателем в рамках дисциплины анатомии (18 единиц практического материала, то есть 1440 минут видеозаписи). Применены методы логической классификации, лингвокогнитивное моделирование языкового материала, сравнительно-сопоставительный метод. В работе приводятся доказательства того, что во многом полученный ответ-реакция зависит от типа стимула. Визуальная опора может служить вспомогательным материалом или самостоятельным стимулом для ответа-реакции, которая в комплексе с аудиальным стимулом порождает наиболее продуктивные реакции. Научная новизна заключается в том, что разбираются особенности и причины, влияющие на коммуникативные неудачи у мультилингвов в зависимости от вопроса-стимула на основе ответов-реакций, в частности, внимание уделено визуальной опоре как основополагающему стимулу или части стимула для последующей реакции. Установлено, что процесс восприятия информации для мультилингвальных студентов идет намного быстрее и качественнее, если им задаются прямые вопросы с визуальным подкреплением, на которые они больше чем в половине случаев дают правильные ответы, то есть стимульный материал кардинально влияет на качество восприятия учебной информации. Результаты подчеркивают необходимость адаптации методик преподавания для мульти­лингвальных студентов в медико-педагогическом дискурсе.

The academic communication of the question – response type in multilingual environment requires a proper linguistic approach that considers cognitive specifics, pragmatics, and cultural codes. The research featured communication strategies that optimize the interaction between university professors and medical students in a multilingual academic environment. The study involved recorded in-class dialogues (1,440 min) between an anatomy professor and multilingual students. The methods of logical classification, linguacognitive modeling, and comparative analysis provided evidence that the response largely depended on the type of stimulus. Visual support served as an auxiliary material or an independent stimulus for the response, which, when combined with a corresponding auditory stimulus, generated more effective reactions. The analysis of factors leading to communicative failures in multilinguals depended on the question (stimulus) and its link to the previous reaction. In this case, visual support was a fundamental stimulus or part of a stimulus for the response. Multilingual students perceived information much faster and more efficiently when asked direct questions with visual stimulus (≥50% correct answers). Stimulus material had a significant impact on the learning process. Therefore, multilingual students need adapted teaching methods in medical and pedagogical discourse.

 мультилингвы вопрос-стимул ответ-реакция коммуникативная неудача визуальная опора multilingual stimulus response communication failure visual support

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