On the basis of the criterion of interlingual interference, four types of words are distinguished,
which, thus, makes it possible to grade the difficulties of their mastering:
1) words and phrases that do not contradict each other in structure in both languages;
2) linguistic units, specific in form and content only for the studied language, which limits the
interference of the native language;
3) words with a wider scope of meaning in the target language in comparison with the native
one;
4) groups or nests of synonymous words, the volume of meaning of which is covered by one
polysemantic word of the native language [12, p. 292].
Ch. Yujiang, as obstacles to the development of a foreign language vocabulary, which has
frequency characteristics, calls the lack of reliance on the semantic potential of the word, which
becomes the reason for the use of a word in an unusual meaning, violation of the norms of
combining lexical units, narrowing or, conversely, expanding the meaning of the word, lack of
differentiation of paronyms, erroneous use in the use of antonyms, synonyms, homonyms,
insufficient attention to the context to determine the meaning of a polysemantic word [13, p. 276].
Let's list the signs of a lexical unit, the development of which is a condition for mastering a
lexical unit and its correct use in speech:
1) semantic features,
2) paradigmatic features;
3) phonetic (pronunciation) signs;
4) spelling signs;
5) functional signs;
6) formal signs;
7) derivational signs;
8) combinatorial features.
For the successful productivity of students according to the above indicators of linguistic
skills, it is necessary to focus on the criteria for successful work on vocabulary. In the main
provisions of the Common European Framework of Reference for Languages, the main criteria for
successful work with vocabulary are given [14], namely the quantitative indicator (size), i.e. the
number of words and fixed expressions that need to be mastered; possession of a sufficient
vocabulary for the implementation of any language or speech activity; regular use of the learned
material and control over this process; knowledge of the differences between active and passive
vocabulary; analysis of progress in knowledge using modern techniques.
The process of mastering the word goes in stages. Scientists identify several main stages in
the formation of a lexical skill.
N.I. Gez believes that the main stages of the formation of lexical skills include:
familiarization, initial acquaintance, the development of skills and abilities to use vocabulary in
various types of speech activity. [15, p. 205]
In our study, we adhered to the generally accepted stages of the formation of lexical skills
according to the research of N.A. Shamov [11].
When working with vocabulary, it is necessary to study its nature: how the process of
memorizing new words occurs, on the basis of what mechanisms lexical skills function, what
techniques exist to help students memorize new words faster. The lexical skill is formed in 3 stages:
introductory, training, final.
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