scholarly journals Lexical Skills and Their Place in the Process of Teaching a Foreign Language

2019 ◽  
Vol 8 (4) ◽  
pp. 7685-7687
Keyword(s):  
Foreign Language ◽  
Word Formation ◽  
Correct Word ◽  
Lexical Unit ◽  
Word Usage ◽  
Sound Image ◽  
Teacher Needs ◽  
Lexical Skills ◽  
Main Components ◽  
Written Speech

the article analyses notion of lexical skills and process related to their effective usage. The lexical skill is an automated action for the choice of a lexical unit adequate to the plan and its correct combination with other units in productive speech and automated perception and association with meaning in receptive speech Lexical skills are divided into receptive (in listening and reading) and productive (in speaking and writing). Productive lexical skills are understood as the skills of intuitively correct word usage and word formation in oral and written speech in accordance with situations and goals of communication. By receptive lexical skills are meant the skills of recognition and understanding when perceived by ear or when reading lexical phenomena. Thus, the lexical speech skill includes two main components: word usage and word formation (to correlate the visual / sound image of a word with semantics, to differentiate words that are similar in sound and spelling, to reveal the meaning of words using context, to recognize and understand the learned words and phrases in speech/ graphic text. In order to form lexical skills, the teacher needs to clearly understand the stages of work on lexical material. The process of introducing vocabulary begins with the presentation of the lexical unit and its explanation.

Some lexical translation problems

2019 ◽  
pp. 14-16
Author(s):  
Zyinathan Sydykova
Keyword(s):  
Foreign Language ◽  
Key Words ◽  
Vocabulary Problems ◽  
Problems Of Translation ◽  
Written Speech

Abstract: The article considers some vocabulary problems of translation, to understand the meaning of vocabulary correctly. To master foreign language, to speak and to comprehend oral and written speech in foreign language, it is necessary to compile stock of words, using in all style of speech widely. It is necessary to understand the main peculiarity of English vocabulary from Russian vocabulary. Key words: translation, text, verb, vocabulary, language, science, sentence, literature, form, number, foreign. Аннотация: В данной статье рассматриваются некоторые лексические проблемы перевода, значение лексики для правильного понимания текста. Для того чтобы овладеть иностранным языком, говорить и понимать устную и письменную речь на иностранном языке необходимо систематически накапливать запас слов, широко употребляющихся во всех стилях речи, необходимо понимать основные особенности английской лексики, отличающей от лексики русского языка. Ключевые слова: перевод, текст, глагол, лексика, язык, наука, литература, форма, число, иностранный. Аннотация: Бул макалада кээ бир лексикалык котормо маселелерин, тексти туура түшүнүү үчүн сөздөрдүн маанилүүлүгү талкууланат. Чет тилинде түшүнүү, сүйлөшүү жана жазуу үчүн, тынымсыз сөз байлыгын жогорулатуу зарыл. Англис тилинин лексикасынын негизги өзгөчөлүктөрүн, орус тилинин лексикалык айырмаларын анализге алдык. Түйүндүү сөздөр: котормо, текст, этиш, сөз, тил, илим, сүйлөм, адабият, форма, тур.

ABOUT PROJECTIONS OFTHE MENTAL STRUCTURE INTO LANGUAGE AND SPEECH (on the example ofthe concept-proposition)

2021 ◽  
pp. 70-79
Author(s):  
N.A. Iliukhina ◽  
Keyword(s):  
Propositional Logic ◽  
Structural Complexity ◽  
Focus Of Attention ◽  
Word Formation ◽  
Semantic Structure ◽  
Semantic Level ◽  
Linguistic Activity ◽  
Structuring Knowledge ◽  
Main Components ◽  
Linguistic Units

The author examines, using the example of a concept-proposition, multiple manifestations of the connection between a mental unit and units of a language system, argues that the principle of structuring knowledge, characteristic of a proposition, is found in the semantic structure of a sentence, a word-formation nest, in the logic of lexical metonymy, in the logic of transferring definitions, as well as in the ability of a noun to represent knowledge of a propositional nature in speech, concludes that there is a deep commonality of mental and linguistic activity. The semantic structure of the sentence and the structure of the syntactic proposition are isomorphic to the structure of the mental proposition. The vectors of the transfer of the definition from one term of the sentence to another, as well as to the designation of the entire situation, often have propositional logic and are closed by the framework of one sentence. Propositional logic is observed in many word-building nests, especially consistent with the structure of nests organized by a polyactant verb. Among the verbal derivatives in the nest, the percentage of lexemes that name the components of the corresponding situation is significant, in some cases - all the main components of the situation. At the lexico-semantic level, the projection of a proposition on the phenomenon of metonymy is described. Among the models of transference, a variety is highlighted, called propositional metonymy. It includes transfers of the name, the vectors of which (shift of the focus of attention) reflect the structure of the proposition. Another manifestation of the connection between a proposition and linguistic units, considered in the article, is the facts of using a single noun in speech of any lexical and grammatical semantics to represent all situations of any structural complexity. The realized perspective of the research (from the mental unit to linguistic units and processes that reveal with it a certain isomorphism in the logic of categorization and conceptualization of knowledge) allows us to reveal an important line of interaction between the mental and linguistic levels.

THE ROLE OF PRODUCTIVE WORD-FORMATION MODELS IN COMMUNICATIVE COMPETENCE

2020 ◽  
Author(s):  
Диана Григорьевна Акубекова
Keyword(s):  
Foreign Language ◽  
Communicative Competence ◽  
Word Formation ◽  
Language Classes

В статье освещается проблема использования продуктивных словообразовательных моделей на занятиях иностранного языка. The article presents the problem of using productive word-formation models in foreign language classes.

scholarly journals Implementation of word-formative potential of the lexemes in social and economic activities

2020 ◽  
pp. 60-65
Author(s):  
Maryna Navalna ◽  
Olha Spys
Keyword(s):  
Foreign Language ◽  
Comparative Method ◽  
Word Formation ◽  
Economic Sector ◽  
Economic Activities ◽  
Descriptive Research ◽  
The Subject ◽  
Lexical Items ◽  
Observation Method ◽  
Political Vocabulary

The subject of the research is word-formative and semantic processes in the vocabulary of socio-economic sector. The aim of the study. To analyze the socio-political vocabulary and to determine the word-formative and semantic potential of these linguistic items. Research methods. The material of the research is a body of lexical items, selected from the language of all-Ukrainian and regional mass media. The descriptive research method and observation method were used as main in this scientific research. At different stages of the research the method of functional analysis was used to determine the stylistic load of lexical items. The comparative analysis of individual lexical positions, which are in different styles of Ukrainian literary language, was done by using a comparative method. Results of work. The article analyzes the word-formative potential of socio-political vocabulary, it distinguishes derivative and non-derivative verbs and presents formations. Application of the results. The results of the research can be used in teaching activities in the course “Scientific and Technical Terminology”, “Business Ukrainian” and others. Conclusions. Ukrainian and foreign-language verbs of the socio-economic sector have formed a great word-formative potential in the internal verbal word-formation, above all, the prefixal and postfixal. Ukrainian verbs are combined with most of the prefixes of the Ukrainian language, foreign-languages verbs – primarily with genetically homogeneous word-formative formats and some Ukrainian ones, in particular.

scholarly journals Modern Approaches and Methods in Teaching English

2020 ◽  
pp. 63-66
Author(s):  
Marina Anatolevna Sinovats
Keyword(s):  
Foreign Language ◽  
New Technologies ◽  
Traditional Education ◽  
Educational Process ◽  
Human Potential ◽  
Educational Institutions ◽  
Innovative Methods ◽  
The Face ◽  
Recent Trends ◽  
Main Components

Teaching a foreign language includes two main components: to impart and to receive information. In practice, the teacher tries his best to convey the knowledge that he has. The use of innovative methods in educational institutions expands the rights and opportunities of both students and teachers. Innovative technologies contribute to the development of the country's human potential. With a number of educational opportunities available to students of the modern generation, new trends that have completely changed the face of the traditional education system have emerged. Recent trends in the methodology reflect the vitally important role of the education sector as a whole, with its internalization of the educational process, emphasis on quality, and increased use of new technologies. Theory and methods are constantly being developed in the field of ELT. The article presents well-known trends in ELT that have been practically used all over the world recently. New trends in foreign language teaching are becoming known as GTM, a communicative method.

scholarly journals HISTORY AND MAIN COMPONENTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH (CLIL)

2019 ◽  
pp. 152-160
Keyword(s):  
Secondary School ◽  
Foreign Language ◽  
Educational Program ◽  
School Curriculum ◽  
Teaching Approach ◽  
Secondary School Education ◽  
Teaching Content ◽  
Cognition And Culture ◽  
Class Room ◽  
Main Components

The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in socio-oriented tasks using a foreign language. To be more specific, they may participate in joint projects with their peers from other countries or hold videoconferences. Variability and choice of teaching approach lies within the needs of the secondary school. If a school curriculum is designed inconsistency with CLIL, it is noteworthy to mention that teaching a foreign language as a separate subject gradually ceases being in the timetable,and CLIL becomes a part of school’s educational program. Organizing special educational programs contributes to the formation of learners.

scholarly journals The use of movie in forming English-speaking lexical competence of Vietnamese students

2017 ◽  
Vol 11 (3) ◽  
pp. 39-47
Author(s):  
Денис Ершов ◽  
Denis Ershov
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Future Research ◽  
Pedagogical Practice ◽  
Cognitive Approach ◽  
English Speaking ◽  
Lexical Competence ◽  
Main Components ◽  
Germanic Languages

The article is devoted to the development and testing of the method of using authentic films for the formation of English-speaking lexical competence of Vietnamese students. The results of the work have shown their effectiveness in the course of scientific and industrial practice in teaching students in the department of phonetics and vocabulary of the English language. Their significance (scientific contribution) and conclusions were noted during the defense of the master's thesis by the members of the State Examination Commission, in Moscow State Pedagogical University on the 11th of February. The field of application of the results is quite extensive: the results of the research can be useful both for teachers of a foreign language, and for students studying in the field - Pedagogical education. The limitations and directions of future research will be related to the study of "Germanic languages" and their application in pedagogical practice using a different methodological base and didactic approaches. In the absence of a language learning environment, ways of creating it are created by working on authentic works of art-films shot abroad. The subject of the study is the technology of forming English-speaking lexical competence among Vietnamese students in Russia on the basis of foreign experience. The aim of the article is to develop a methodology for the formation of English-speaking lexical competence among Vietnamese students. Research hypothesis: the technology of forming English-speaking lexical competence among Vietnamese students will be more effective if: -the theoretical basis for the formation of foreign vocabulary lexical competence among students of the teacher training Universities with the use of an authentic film in the studied language was singled out, and their main components were singled out; - as a methodological reference point, a communicative-cognitive approach to the formation of lexical English-speaking competence was chosen in combination with such approaches as intercultural, personal-activity and competence; -developed a system of exercises and tasks to learn foreign language lexical material using an authentic film.

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