*Concept of a Management System for the Formation of Adult Language Skills on the Example… DOI: http://dx.doi.org/10.5772/intechopen.96926*

The Structural-Visual Method, which replaces complex text rules with corresponding visual structures in the form of drawings, diagrams and diagrams, allows us to get out of this contradiction. The application of SVM in linguistics consists in the use of graphical means to demonstrate the structure of an English sentence and how it is constructed in various forms with extensive use of color for encoding meanings.

Replacing verbal Rules with Visual Models (VMs) allows you to make significant improvements to any training method. Instead of hindering language activity, SVM allows you to consciously manage the training of professional skills and very accurately control the process of forming language skills. This removes the acquisition-learning contradiction and turns the grammar monitor into a grammar scaffold. Visual models allow you to quickly launch the speech mechanism and provide not only a comprehensible input, but also a comprehensible output, which in Krashen's theory rightly seemed inefficient [4].

SVM reveals the mechanisms of practical use of both visualizations of the first kind, which include visual dictionaries and virtual classes, and visualizations of the second kind, which are embodied in Dynamic Grammar, as well as Visual Models based on it [5] and map-tables for different levels of foreign language acquisition.

Leontiev defined visualizations of the second kind as "the external support of internal actions" [3]. Such tools for describing the grammar of a foreign language should be available in every linguistic class, and then only a thoughtful look is enough to understand the structure of the language. The subsequent training of professional skills will allow you to consolidate and transform the consistently formed fundamental grammatical skills into solid skills of speaking a new language in the form of a conscious statement or dialogue. In their significance, Visual Models and Dynamic Grammar are comparable to the periodic table of chemical elements, which hangs on the wall in any classroom where chemistry classes are held.

**Figure 4** shows the stages of development of elementary action [6] on the example of the verb Do, where the black arrow indicates the direction of development of the elementary process and the flow of time. The figures below the arrow indicate what is happening in reality, and above the arrow is in the mind. Moreover, the dynamics of the development of an action can be clearly traced from the idea to its completion and is quite accessible to any adult student.

**Figure 4.** *Dynamics of change of the verb DO.*

#### *Digital Service Platforms*

The extended dynamics (**Figure 5**) is created by highly qualified linguists and is difficult for students to understand in the first stages of training. In the future, each visual grammatical construction is transformed into a Visual Model of the appropriate level with such assumptions, when the illustrative material is correlated with a specific task of mastering professional material, with specific educational actions. Then the teachers know exactly what the introduction of visibility is necessary for in each particular case, and submit Visual Models in combination with map tables in the form in which they can best perform the corresponding professional task.

Without basic grammatical skills, the same communicative approach turns into simple memorization of spoken phrases. Visual structures of English sentence construction allow for conscious practice, that is, independent planning of the utterance and control of its correctness. It is proposed to focus primarily on mastering the system of English tenses and automation skills, and to postpone the variety of communicative situations for subsequent practice. If you work out the basic construction on a limited number of vocabulary to full automatism, then their use in the future will not cause difficulties and will not require conscious control by the rules. Language acquisition is much faster when there are ready-made algorithms with which the language "works" than when you try to independently derive these algorithms from the speech stream and communicative situations.

A simple video lesson using Visual Models of the English Language for beginners can be viewed at the link Video 1. More detailed information about SVM is provided in [7].

In combination with Visual Models [8, 9], lingvomaps are used (**Figure 6**) and card tables that provide a mode of accelerated formation of grammatical skills. According to the Krashen's input hypothesis of the understandable input material, which is in good agreement with Vygotsky's theory of the Zone of proximal development (the methodological principle of potency) [10], the development of skills occurs when performing exercises that are one step more complex than the current learned level. Increasing the current level can be achieved by increasing the speed and accuracy of the material of the same level of complexity (advanced training), or the introduction of new material (new knowledge-competence-skills).

Since the learning curves (acquisition of knowledge) and learning skills (acquisition of skills) have significantly different forms and numerical parameters, unjustified transfer of methodological techniques from one field of application to another leads to unreasonably slow progress or its complete absence. The choice of the optimal mode of teaching skills in the field of grammatical skills is complicated by the lack of a mathematical description of the regularities of this process, almost complete lack

**Figure 5.** *Extended dynamics of change of the verb DO.*

*Concept of a Management System for the Formation of Adult Language Skills on the Example… DOI: http://dx.doi.org/10.5772/intechopen.96926*

#### **Figure 6.** *Lingvomap.*

of accurate data and available means of obtaining them. This is due to the extreme complexity and multilevel structure of the language, which is a fractal system with a huge number of interrelated variables, mathematically not strict and ambiguous.

Dynamic Grammar can be used as an independent tool that allows you to bring "correct speaking" into everyday speech activity, but its most effective seems to be to use it as part of interactive speech simulators as part of an electronic acquiring management system (e-AMS).
