SEMIOTIC TRANSFORMATION AS A METHOD OF ENHANCING STUDENT ENGAGEMENT IN LEARNING THE RUSSIAN LANGUAGE

Abstract

The article examines semiotic transformation as an effective tool for enhancing student engagement in learning Russian as a second language. In the digital age, traditional approaches require adaptation to the characteristics of Generation Alpha, marked by visual and multimodal information processing. The theoretical basis is R. Jakobson’s concept of intersemiotic translation, reinterpreted for educational practice. The term “semiotic transformation” more accurately reflects the cognitive and speech processes of sign recoding. The empirical part is based on a methodological experiment with sixth-grade students in a Kazakh-medium school. The diagnostic stage revealed an average level of engagement and the limited multimodal content of traditional textbooks. During the formative stage, tasks using semiotic transformation were integrated into lessons, including the interpretation of artworks, music, and animation translated into verbal form. This approach increased attention, interest, and readiness for discussion. The results confirm that semiotic transformation fosters engagement, stimulates speech activity, and promotes a holistic perception of language as a cultural system. The study highlights the need to further develop methodology and improve teaching materials with multimodal strategies.