Formulation of the problem

problem. With this approach, educational activity, acquiring a research and practical - 
transformative character, itself becomes a subject of assimilation [4, p. 38]. 
Aim of the article. In this paper, we will trace the patterns of the development of the lexical 
competence of a foreign language by natural students-bilinguals - Russian-Kazakh / Kazakh-
Russian. 
In the process of researching the indicated question, a contradiction was discovered, which is 
still a subject for controversy and discussion among scientists, teachers and linguists: Is 
bilingualism an inhibiting factor in the lexical competence of a third language for students or, on the 
contrary, allows them to succeed in learning? 
From this contradiction, it is possible to identify the problem that formed the basis of this 
work: "Do bilinguals, namely natural ones, who alternately speak two languages (Russian-Kazakh 
or Kazakh-Russian), succeed in learning vocabulary and mastering the competence of the English 
language?" 
Theoretical background. A.V. Khutorskoy, distinguishing between the concepts of 
"competence" and "competency", offers the following definitions. Competence - includes a set of 
interrelated personality traits (knowledge, abilities, skills, methods of activity), set in relation to a 
certain range of objects and processes, and necessary for high-quality productive activity in relation 
to them. Competence is the possession, possession of a person of the appropriate competence, 
including his personal attitude towards her and the subject of activity [5, p. 17]. 
Other foreign authors define the concept of competence as knowledge, skill, ability or 
characteristic associated with performing professional activities at a high level, such as problem 
solving, analytical thinking, or leadership potential. Some definitions of competence include 
motives, beliefs, and values. [6, p. 74] 
Competence is a group of knowledge in a certain area (related knowledge), skills and 
relationships that affect a significant part of professional activity (roles and areas of responsibility), 
which are related to the performance of activities, which can be measured by accepted standards 
and which can be developed through training [7, p. 50]. 
According to researchers, the competence-based approach (in particular, in the field of 
learning foreign languages) is based on the activity approach and is its logical continuation. 
As I.L. Bim, “the competence-based approach is nothing more than the further development 
of an activity-based approach to education, focused on the results of the formed types of activities, 
acting both in the form of material products (...) and in the form of spiritual increments, including in 
the form of knowledge, skills ,, skills, value orientations and at least minimal experience in the 
practical implementation of the formed activities [8, p. 159]. 
Lexical competence is an integral part of communicative competence, the formation of which 
proceeds as a graduated process, in which several levels can be conventionally distinguished. By the 
level of formation of lexical competence, we mean the ability of students to solve problems 
associated with the assimilation of a foreign language word during its practical use in speech on the 
basis of acquired knowledge and relevant skills [9, p. 23 - 25]. 
Bilingualism, or bilingualism, is the alternating practical use of two (or more) languages, and 
the degree of this use and the ratio of languages by different specialists and scientists is determined 
unequally. The American linguist L. Bloomfield, for example, believed that bilingualism implies 
equal proficiency in each of the languages at the native level; according to this opinion, most of the 
inhabitants of Canada, Switzerland or areas of Belgium bordering France can be classified as 
bilinguals. Another point of view, expressed by U. Weinreich [10], is that speech competence in a 
native language and knowledge of a foreign language may differ. 
The French scientist A. Boileau divided bilingualism into natural (unconscious) and artificial 
(conscious) [11]. The first one arises and exists due to natural regular contacts of multilingual 
peoples living in the same territory and assumes that they simultaneously have two options for 
expressing thoughts, feelings, etc. in the respective languages. Natural bilingualism can be found 
not only in Kazakhstan, but in any former Soviet republic. 

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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