CONCLUSION.
It is understood that rhymes promote the acquisition of the foreign language. To
conclude we present the following recommendations for the teachers of foreign languages at school.
Accompanying illustrations represent an important part of children’s experience of a rhyme, especially when
it is in a foreign language, as pictures support understanding and can serve the purpose of scaffolding.
Therefore, because of the huge potential of learning by looking [19, 79], criteria for illustration use should
also be set, concerning the representation of characters, both human and animal ones, the settings and
activities they engage in, and synchronization of illustrations with the text [20, p. 69]. Color use is also a
significant factor in presenting characters of different races and ethnicity. Wherever the text of the rhyme
does not limit the representation, illustrations should feature a diverse set of characters, regardless of whether
or not children in a given country do or do not have the opportunity to actually meet the representatives of
the races or nations concerned [21, 432], as such a practice would broaden their views and help develop
tolerance towards those groups within their immediate surroundings that differ from themselves. It goes
without saying that any stereotypical or negative representations should be avoided here as well. The same is
true for images of old or disabled people, or those that belong to a lower socio-economic class, since some
popular rhymes, often reprinted in modern collections, do feature characters that belong to these groups.
Therefore, if these criteria are observed, the illustrations that accompany the rhymes can serve as a tool for
developing a solid base for tolerance in the classroom, which is especially important in environments with
special needs students. Nursery rhymes frequently feature animal characters, and can therefore be a useful
asset when teaching children animal-related words, contextualizing new vocabulary in a fresh way and
providing children with new possibilities of applying the acquired knowledge. Research has shown that
‘children’s learning from picturebooks is facilitated by realistic illustrations and should be used more
frequently in teaching, at least during the beginning stages of instruction.
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Абай атындағы ҚазҰПУ-нің Хабаршысы, «Филология ғылымдары» сериясы №4(62) 2017 ж.
267
Г.Б. Жумабекова
1
, А.А. Головчун
2
1,2
Абылай хан атындағы Қазақ халықаралық қатынастар және әлем тілдері университеті,
Алматы қ., Қазақстан
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