ПРОБЛЕМА ЛЕКСИКОГРАФИРОВАНИЯ КУЛЬТУРНО-МАРКИРОВАННЫХ ЛЕКСИЧЕСКИХ ЕДИНИЦ В УЧЕБНОМ СЛОВАРЕ

Abstract

The article deals with the present state and prospectives of modern learner’s lexicography cultural aspect. The problems of culturally marked lexical units vocabulary representation are considered, among which the main one is the problem of intercultural communication – the problem of the linguistic and communicants’ sociocultural codes commonality. Thanks to the modeling of the intercultural space of society in the dictionary form, it is possible to overcome barriers in the dialogue of cultures, which, in turn, contributes to the formation of a multicultural personality. The priority characteristics of educational dictionaries for both general and special purposes are given. To solve educational and didactic problems in the educational process, a special role is given to cultural dictionaries, providing an understanding of the relationship between language and culture. The article presents a relevant set of parameters presented to the organization of the microstructure of the vocabulary article of the educational dictionary. Certain restrictions on the selected language material have been identified in accordance with the educational orientation and addressing of the dictionary to a foreign language students. Of particular note is the problem of integrating phraseological units and proper names into the body of the educational dictionary that are not subject to direct translation and referring to equivalent forms. The results of the dictionary culturological commentary content analysis in interaction with other parameters, such as: etymological, historical marking, territorial and social affiliation of the commented culturally significant lexeme, are presented. The problems associated with the reflection in the linguistic dictionary of culturally marked lexical units are identified and ways to solve them are outlined.