POTENTIAL OF MULTIMEDIA TECHNOLOGIES IN THE FORMATION OF TYPES OF FOREIGN LANGUAGE COMMUNICATIVE ACTIVITIES OF FUTURE POLISH LANGUAGE TEACHERS

Abstract

Purpose: The article examines the didactic potential of multimedia technologies (MT) and substantiates the theoretical and methodological foundations of their application in forming different types of foreign-language communicative activities of future Polish language teachers. It identifies the key pedagogical tasks that can be effectively achieved through the use of MT. The study focuses on determining efficient strategies for integrating multimedia tools to develop receptive, productive, mediative, and interactive skills within the process of professional training. Effective foreign-language preparation of future Polish language teachers requires creating an interactive educational environment oriented toward active cognitive engagement. The use of multimedia technologies makes it possible to model authentic communicative situations through interactive exercises, simulations, and role-playing activities, which are essential for developing practical communication skills. Moreover, MT provide access to authentic audio and video materials, allowing learners to experience the language in its natural context and increasing their motivation through the dynamism and diversity of presentation formats. Methodology: The research employs a set of methods, including theoretical analysis of scientific literature and regulatory documents, comparative and classificatory approaches to systematize typologies of multimedia technologies, modeling of learning scenarios, and project-based methods for the development of educational materials. The empirical component consists of descriptions of practical examples of MT application in subject-specific teacher training. Scientific novelty: The article refines the conceptual and terminological framework of the study, proposes a classification of multimedia technologies, and offers a set of practical recommendations specifying the selection and phased use of tools for developing receptive, productive, mediative, and interactive skills of future Polish language teachers. Conclusions: The findings indicate that the purposeful integration of multimedia technologies enhances the effectiveness of forming foreign-language communicative competence through the combination of multimodal tools, the adaptability of tasks, and the provision of timely feedback opportunities.