STYLISTIC FEATURES OF ENGLISH MULTIMODAL EDUCATIONAL MATERIALS

Abstract

The article focuses on the analysis of stylistic features of English multimodal (polycode) educational materials presented on the British Council platform within the context of modern linguodidactics, which actively integrates multimodal approaches into foreign language teaching. A polycode text is interpreted as a multi-level communicative system in which verbal, visual, auditory, and digital codes interact to ensure holistic information perception and enhance the didactic efficiency of the learning process. The study clarifies the concept of polycodality within educational discourse and defines its functional and communicative parameters. The material for analysis includes authentic British Council resources (LearnEnglish, TeachingEnglish, LearnEnglish Teens), which represent a contemporary model of multimodal learning. The structural and stylistic organization of these materials is found to rely on the principles of coherence, functional transparency, and visual harmony. The verbal component is characterized by conciseness, instructional precision, and motivational tone, while nonverbal means (color, font, spatial layout, audio, and video support) create cognitive dynamics and maintain intercultural clarity of communication. Special attention is paid to stylistic devices that enhance the pedagogical effectiveness of multimodal materials. Typography provides logical text hierarchy and highlights key meanings; color solutions form emotional balance (calmness / activity); spatial organization ensures perceptual coherence; positively marked epithets build an atmosphere of trust and encouragement. The study proves that such a stylistic system promotes the harmonious integration of cognitive, emotional, and aesthetic aspects of learning, fostering students’ multimodal literacy skills. The results demonstrate that British Council multimodal resources represent an effective model of modern educational discourse in which text, sound, image, and interactivity function as a unified mechanism aimed at developing language competence, critical thinking, and intercultural communication.