Устойчивое развитие: язык, межкультурная коммуникация

In the first group an experimental work was carried out on the development of lexical 
competence on the basis of the developed set of exercises. In the second group
the learning process 
proceeded unchanged. 
One of the main tasks of the ascertaining stage of the experiment was to determine the level of 
formation of lexical competence in students. For this, students were offered a test that covers the 
semantic, paradigmatic, phonetic (pronunciation), spelling, functional, combinatorial features of 
words.  
After analyzing the results of the control task, the number of students with high, medium and 
low levels of lexical competence formation was determined. Comparing the data for the two groups, 
we can conclude that the difference in the levels of formation of lexical competence among students 
from the EG and the CG is insignificant and is on the average level. 
Methodology for the development of lexical competence. For each lesson with the students 
from the EG, elements of the proposed set of tasks were introduced, various exercises aimed at 
developing lexical competence were performed. 
The idea is -
as many as you are able to learn. We expect if a student is able to memorize 10 
words a day, that would be the success. Although the number of new vocabulary can go up to 20. 
The reason why the number of words is vague, it depends on individual people. Some students may 
learn more than 10, others less. So averagely, on each lesson we aim to learn 10 words. 
The topics of words are according to the level of students. The vocabulary which students of 
B1 and B2 should know is chosen. For instance, about the weather and climate, meals and eating 
out, body parts, describing people, education, jobs and work, etc. 
The more students read: stories, newspaper articles, textbooks, simple books (are promoted 
during extra class hours). That is to see the words in contexts and learn them consequently. 
We don't seek to memorize vocabulary lists: that's pointless because it doesn't work. The 
reason for that is to be able to remember vocabulary, one has to recycle it, which means a student 
needs to read those words in meaningful and interesting contexts as often as possible. 

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