Abstract
The study aims to assess the general and academic lexical competence of university students and develop an educational strategy for Russian language learning using media content. The present study examines the general and academic productivity and satisfaction of students. The sample included 120 individuals. The study uses multiple testing methods including two different vocabulary tests, written and oral assignments, and the post-experimental questionnaire. The data collection was performed in September, the autumn semester of 2020. The participants were tested using the Vocabulary Size Test and Word Associates Test (RL). Vocabulary size and depth were analyzed using descriptive statistics. The scholars identified that the students had strong general and academic vocabulary knowledge. At the same time, students used high-frequency words more often than low-frequency words and academic vocabulary. Moreover, productive vocabulary assessment showed poor results in terms of receptive vocabulary knowledge. In this case, students could not use lexical competence and lexical knowledge in language activities. Thus, the choice of the most effective method for teaching the Russian language depended on the data of residual knowledge and the combination of traditional language learning methods and media content.
Published Version
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