Science and Education in Karakalpakstan issn 2181-9203 Science Magazine chief editor

Science and Education in Karakalpakstan. 2023 №2/1 ISSN 2181-9203 
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representational data, such as convoluted book text. In contemporary discourse, scholars and 
members of the press have posited that visual imagery exerts a potent force on the collective 
attitudes and beliefs held by society at large. David McCabe, an assistant professor in the 
Department of Psychology at Colorado State, conducted a series of experiments to directly assess 
the validity of this idea. In contemporary educational settings, visual stimuli are becoming 
increasingly ubiquitous in pedagogical and scholarly resources. This trend can be attributed to the 
availability of high-quality digital images in online learning materials. The significance of 
employing suitable images is pivotal in reinforcing the efficacy of this approach. Visual aids have 
the potential to engender affirmative educational outcomes for learners, provided their deployment 
is consistent with the wisdom offered by the cognitive theory of visual learning. Consequently, 
visual imagery offers a distinct advantage compared to textual information, as it triggers dual 
coding in the cognitive system, resulting in a smoother process of integrating and linking the two 
distinct codes. Moreover, this facilitates better retrieval and utilization of information by the 
learner.
The communicative language classroom presents an optimal setting for fostering the 
development of visual literacy abilities relevant to the observation and production of visual 
representations. The present study elucidates methods for utilizing imagery to facilitate linguistic 
mastery among students, simultaneously refining their aptitude for scrutinizing and fabricating 
communicative discourse. It is noteworthy that the employment of elaborate technological tools or 
top-notch cameras is not a prerequisite for the attainment of this goal. In this paper, we initially 
present an overview of the various approaches adopted by educators to delineate the concept of 
visual literacy, followed by a justification for the integration of visual literacy within the language 
classroom. Subsequently, we elucidate the methodologies employed in leveraging photographs as a 
potent pedagogical tool. 
Archaeological evidence attests to the fact that the utilization of symbolic images for the 
purpose of conveying and deciphering messages has been instrumental in differentiating humans 
from other living beings since the inception of civilization. Prior to 1969, the notion of visual 
literacy was not widely recognized until Debes introduced the concept as a collection of 
proficiencies that an individual can cultivate through visual perception and concurrent amplification 
of other sensory encounters [2:27]. According to Debes, the possession of visual competencies 
facilitates the exchange of communication between visual literacy and language education among 
individuals. 
In the last forty years, experts and professionals across multiple disciplines have posited the 
notion of visual literacy, proffering viewpoints spanning from theoretical to pragmatic in nature. 
The complexity of the processes involved in interpreting and creating visual messages is indicated 
by the lack of a universally accepted definition. For the sake of this study, a broad interpretation of 
the term is adopted, one that incorporates foundational notions from pertinent literature. Visual 
literacy is posited as the aptitude to design visual representations that effectively communicate both 
implicit and explicit meaning to others. 
Images have been an integral component in our professional capacity as an instructor of the 
English language and a provider of educational mentorship to other educators. In certain instances, 
images serve as a means of facilitating comprehension and are implemented as scaffolding aids to 
expedite the association of novel vocabulary with underlying ideas for students. Images possess the 
potential to elicit intricate linguistic application, compelling students to expand their proficiency. 
Therefore, the integration of visual literacy with imagery can notably enhance language acquisition. 
The act of delving into visual images has the potential to elicit an augmented output of 
language. The process by which individuals interpret visual imagery is contingent upon their 
preexisting schema, which is an amalgamation of personal recollections and prior encounters that 

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