Учебное пособие предназначено для студентов высших учебных заведений, обучающихся по образовательной программе

37 

Methodological principles 

Linguistic principles 
According to the first principles most frequently used words are selected. 
In accordance with methodological principles those words are selected
which belong to certain topics. 
The third group includes the principles of combinability, word building
value, polysemy, stylistic principle. Those words are selected which easily
combine with many words, can form other words, belong to neutral style. 
The main aim of teaching vocabulary is assimilation of the meaning, form
of the words and its usage in oral and written speech – that is formation of
lexical habits. 
E. I. Passov (Пассов Е.И.) gives the following definition of the lexical habit: 
“Лексический навык есть синтезированное действие по выбору
лексической единицы адекватно замыслу и ее правильному сочетанию с
другими, совершаемое в навыковых параметрах и обеспечивающее
ситуативное использование данной лексической единицы в речи”. 
Speaking and writing ( productive types of speaking activities) require the
following lexical habits: ability to combine words, ability to choose form words
and combine them with notional words, ability to choose the necessary word
among the synonyms, antonyms, ability to use words in situations. 
Reading and listening comprehension (reception) require the following
lexical habits: ability to correlate the visual (spelling) form of the word , the
sound form with its meaning; ability not to pay attention to inner speech,
ability to differentiate the words that are similar in their sound form,
differentiate antonyms, synonyms, homonyms, the use word-building elements
and power of guessing. 
The formation of lexical habits goes through three stages: 
1.
presentation of new lexical units 
2.
formation of lexical habits 
3.
perfection of lexical habits 
3. The difficulties in vocabulary. It is not easy to learn the words of a
foreign language, as each word has its own form, meaning and usage, and
each of these aspects has its own difficulties. 
In fact, some words are difficult because of their form (daughter, busy, 
bury, woman, women) and easy in their usage. Other words are easy in their
form but difficult in usage (enter, get, happy) 
Consequently all words can be classified according to the difficulties
students have in learning them. In methodology there have been many
attempts to classify the words according to the difficulties they present. 
One of the classifications is: (G. V. Rogova) 

lexical units with concrete meaning 

lexical units with abstract meaning 

form words 

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The easiest words for assimilation are words with concrete meaning
(book, street, sky etc.), actions (to walk, to dance, to read), meaning qualities
(long, big, small). It is more difficult to learn words with abstract meaning
(world, home, believe, promise, honest) But the most difficult for learning are
form words (articles, prepositions, conjunctions, auxiliary verbs etc.). While getting 
ready to work with the lexical units the teacher must take into account all these 
difficulties. 
4. Presentation of new lexical units. 
Presentation of new words. There are different ways of presenting new 
vocabulary. As a word has its form, meaning and usage, to introduce a new word 
means to acquaint the learners with its form (phonetic, spelling, structure and 
grammatical form) and to explain its meaning and usage. 
Students can learn the phonetic form (pronunciation) of the word and its spelling 
with the help of the following techniques: 
1. by conscious imitation 
2. by analogy 
3. through transcription 
4. with the help of reading rules 
All the ways of presenting new words are combined into two large groups: direct 
and translation.
The mother tongue is excluded in the direct method of introduction; the foreign 
word is associated with the thing or notion it means without the use of the native 
word. The direct way is used in teaching words with concrete meaning: denoting 
objects, their qualities, gestures, movements, actions that can be demonstrated to 
students – a book, a picture, a bag, small, blue, stand up etc.
There are different techniques of presentation of new words within the
direct method; they can be divided into two large groups: 
1. verbal 
2. visual 
Visual techniques include demonstration of visual aids (pictures, photos,
gestures, actions, etc.). For example:
1. Nouns can be introduced by demonstrating objects, pictures, photos. The 
word is pronounced many times in isolation and in sentences. 
2. Verbs can be introduced by demonstrating actions, movements, pictures
on the blackboard, videoclips. 
3. Adjectives are introduced by demonstrating various objects or pictures
having different qualities: colour, size, form, pattern, etc. 
4. Numerals – demonstrating of pictures, with different numbers of objects
in them or demonstrating of objects, a clock, calendar, table, time-table etc. 
5. Adverbs can be introduced with the help of a clock – early, late, often,
a map – far, near, position, in the classroom, pictures, videoclips. 
6. Pronouns (personal and possessive) can be introduced with the help of
the learners themselves, pictures, positions of objects in the classroom. 

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7. Prepositions can be introduced with the help of pictures, showing
objects in different positions, pictures on the magnetic or flanel-board.
Verbal techniques include usage of synonyms, antonyms, definitions,
context, word-building elements etc. That is the usage of English words. For 
example: a cellar – is a room under a house. 
The second way of presentation is translation.
Translation can be of two types: 
1. translation proper – giving an equivalent in the native language: to
jump – прыгать. 
2. translation-interpretation, besides giving an equivalent, the teacher
explains the meaning of the word and its usage: to enter (a house, a
university, to register).
All the ways of presentation of new words have both their advantages
and drawbacks. Translation saves time and provides for accurate understanding
of the meaning of the words. But the choice of the way of presentation
depends on many factors: visual ways are used at early stages of teaching,
verbal ways are used at intermediate and senior stages, while translation can
be used at all the stages of teaching, but mostly in senior forms. The factors
to be taken into consideration while choosing the method of introduction of
new words are the following: 
•
psychological (the students’ age; the students’ mental abilities) 
•
pedagogical (the stages of teaching; the number of students in the
group; the time, alloted to this activity) 
•
linguistic (the type of the word: abstract, concrete, form word; the meaning
of the word (compared to the word of the native language). 
There are the steps the teacher takes to prepare the presentation of new lexical 
material: 
1) The teacher decides how many words to introduce at a time. 
2) The teacher analyses the new words as to the difficulties (forms,
meaning, usage) and group them accordingly. 
3) The teacher chooses the ways of introduction. 
4) The teacher prepares explanation of each word and chooses all the
necessary visual aids. 
5) The teacher chooses exercises for consolidation and determine, their
sequence. 
5. The system of lexical exercises.

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