The article deals with the use of audio-visual method in foreign language teaching. The author examines the specific features of using video in the classroom, indicates the benefits of using video in teaching process and produces a number of requirements which should meet an audio-visual material used as a teaching appliance. The technology of selection and methodical development of audiovisual material for educational purposes is shown on the material of Russian teaching as well as the way of putting the audiovisual insertion into the lesson structure. The author comes to the conclusion that the inclusion of well worked out (from methodical point of view) audio-visual materials in the teaching process creates natural language speaking environment which contains a certain cultural background and increases the pace of the lesson, its effectiveness and pupil’s motivation to learn the language.

Straipsnyje nagrinėjami interneto diskurse skelbiamų skubiųjų naujienų sintaksės ypatumai. Tokiems iš įvykio vietos rengiamiems naujienų tekstams nebūdingas analitinis pradas, juose paprastai nušviečiami lokalinio masto įvykiai. Autorė nurodo tokias pastarųjų tekstų sintaksės ypatybes, kaip šalutinių sakinių besaikis jungimas, santykiniais įvardžiais jungiamų šalutinių sakinių bei išplėstinių dalyvinių konstrukcijų vengimas, svarbių prasminių teksto elementų elipsės. Autorė išsamiau aptaria kito asmens kalbos perteikimo priemones analizuojamuose tekstuose. Straipsnyje daroma išvada, jog pastaruoju metu kinta toks svetimos kalbos perteikimas, kaip dalykinė analitinė modifikacija (kito asmens kalbėjimo temos perdavimas, o ne jo tikslus pažodinis perteikimas). Matoma tendencija visiškai atsisakyti „savo“ žodžio, o tai, savo ruožtu, veda prie rusų kalbos sintaksės normų nepaisymo. Be to, keičiasi taip pateikiamos kito asmens kalbos skyryba, dėl šios priežasties pažeidžiama sakinio loginė struktūra ir galų gale iškreipiama mintis. Sintaksės normų pažeidimai, autorės nuomone, kelia kur kas didesnį pavojų kalbai ir jos vartotojų mąstysenai negu iš kitų kalbų atkeliaujantys skoliniai, kurių vis gausėja rusų kalboje.

The role of audiovisual materials in teaching Russian as a foreign language is considered in this article. The author describes the advantages of the use of audiovisual materials at the lesson. Types of audiovisual materials are defined and the criteria of their selection for teaching use are established. The author considers that the use of video at Russian lessons facilitates the work on new lexical and grammar material, allows expanding the thematic range of the lesson. The outstanding role of video for the obtaining by trainees of the language and cultural competence which is necessary for adequate communication in Russian is shown in the article. It is confirmed that the inclusion of video in lesson structure widens the cultural background of the lesson and provides the way to acquaint trainees with Russian communicative behaviour, with mimicry and gestures of Russians. Moreover, the use of video raises motivation to studying Russian, focuses students on search of additional information on the subject matter of an audiovisual material, makes the lesson more interesting and lively, provides active participation of each student in discussion of problems in a situation most closely approached to the conditions of real communication in Russian. On the example of a concrete Russian lesson for foreigners the author shows the mechanism of inclusion of the certain audiovisual material chosen by the teacher and reveals the specific character of its methodological development for a learning purpose and presentation in view of both complexities of the video- and audiotext, and age of pupils and the level of their practical language knowledge. In the article the expediency of use of graphic texts of phonograms is emphasized, and besides that the author assures that the additional texts thematically connected with the video are also a very important part of the learning process. The author comes to the conclusion that successful use of audiovisual material at the lesson in the course of Russian as a foreign language first of all depends not only on the right choice of the video intended for viewing, but also on the carefulness of its methodological development by the teacher.