Abstract
The paper aims to identify semantic peculiarities of English verbs of thinking, to reveal a methodological potential of the author’s techniques when teaching Russian as a foreign language. The article proposes a classification of Russian verbs of thinking considering the level of difficulty of their acquisition by English-speaking students, justifies efficiency of the suggested vocabulary teaching techniques. Scientific originality of the study lies in the fact that the author identifies the basic difficulties experienced by English-speaking students when studying Russian verbs of thinking and develops techniques to introduce this group of verbs to English-speaking students. The research findings are as follows: the main differences between the Russian and English linguistic worldviews are revealed; the experiment results justify efficiency of the proposed methodology when forming foreign students’ Russian-language lexical competence.
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