The relevance of infographic posters in teaching coherence is substantiated by the difficulty young people face when they have to logically build statements and connect thoughts which is caused by overflow of information, clip-based thinking and fragmentary perception.

In classroom management monologue coherence is seen as the ability to logically express one's thoughts through observing several rules: planning, structuring, argumentation, vocabulary and grammar selection, creating logical transitions between parts of a statement.

We hypothesized that the coherence of students’ monologues can be enhanced by utilizing infographics whose educational potential is grounded on combining textual and visual information and honing all the stages of the learning process: cognition (perception of information), communication (its reproduction), and reflection (production of one's own utterance). An infographic poster in education is a large artistically designed placard with a graphical visual representation of data and ideas in the form of images, graphs, diagrams, tables, maps, etc. which ensure conveying information to students in a quick and accessible way and serve as props while developing various skills.

The authors propose an algorithm aimed at teaching students how to refine their monologue coherence with the help of infographic posters. At the stage of cognition, students work with posters created by the teacher. Poster-based assignments include periodization of literary trends, a timeline of historical events, and visualization of statistical and mathematical data related to the topics. Students are requested to think through how to connect events linguistically and plot-wise, select arguments to support their ideas, and consider the composition of their statements. At the stage of communication, students are asked to reproduce the information presented on the posters using previously selected linguistic and extralinguistic means. The reflection stage involves students producing their own monologues using posters created by them, based on the fiction, topics and articles they have covered.

The efficiency of the algorithm was tested during an experimental work in natural learning environment among pre-service teachers of English within the disciplines "Literature of Great Britain and the USA", "Country studies" and "Extensive reading". To assess the coherence level of students’ monologues during the experiment which consisted of ascertaining, formative and control stages, three criteria were determined: compositional (indicated by planning and structuring skills), linguistic (according to vocabulary and grammar selection) and logical (illustrated by skills of providing arguments and creating logical transitions between parts of a statement).

The findings from the experiment proved that in the control group where students were not instructed to utilize posters in their monologues, there was no substantial improvement in the logical and coherent nature of their speech. Conversely, in the experimental group where pre-service teachers used ready-made and created their own infographic posters as aids for oral assignments, all three assessed criteria exhibited positive changes.

The authors conclude that infographic posters, becoming an effective learning tool at each stage of the learning process: cognitive, communicative and reflective, improve the coherence of students’ monologues and logical expression of thoughts in a foreign language.

Keywords: Infographic posters, speech coherence, visual aids, teaching a foreign language, pre-service teachers.