Development Of Lexical Competence Research Articles

Mechanisms of formation of speech skills on the basis of media technologies

The expansion of the socio-economic and cultural cooperation of the countries in the world is increasing the interest, need and desire to learn foreign languages, especially English. In the educational system of developed countries, special attention is paid to learning English in accelerated ways from the school period. The development of students' language and speech competences on the basis of media technologies is becoming an urgent issue in teaching English in general education schools. Especially for A1 levels, it has become a priority to acquire the linguistic competence noted in the content of English language teaching and to develop the ability to use it in speech communication. The experience of world countries shows the need to create and improve teaching methods based on the development of lexical competence in teaching English to students.

Wortschatzerwerb – Wortschatzdidaktik – Wortschatzarbeit

Abstract Well-developed vocabulary skills are crucial for effective communication. Didactically speaking, it is therefore essential to explicitly foster the development of lexical competence in the classroom. This applies to both learners of German as a first and second language. The design of systematic vocabulary activities should aim to increase both the quality and quantity of learners‘ word knowledge and to ensure long-term retention of acquired words. While various approaches exist for teaching vocabulary in foreign language teaching, systematic and targeted approaches for supporting vocabulary acquisition in teaching German as a first language have yet to be established and, more importantly, effectively implemented in the classroom. Drawing upon findings from language acquisition research and linguistic models, we propose a framework for explicit vocabulary activities that facilitates the integration of new words into learners‘ mental lexicons (vocabulary breadth) and, in connection with this, promotes the development of semantic, relational, and formal word knowledge (vocabulary depth). The article will demonstrate how this framework was implemented in Deutsch Kindergarten, a new teaching resource developed in Switzerland. It will also highlight broader didactic principles, such as criteria for vocabulary selection and principles for vocabulary teaching, which should be considered in the classroom.

Using corpora in teaching vocabulary to advanced EFL learners in a higher education context

Abstract This study focuses on the development of lexical competence of tertiary level EFL learners who have reached C1 level according to CEFR during their course of study, but who still have difficulty in recognizing and producing academic words in terms of their correct and appropriate use in various contexts. Following a data-driven learning (DDL) approach within an action research paradigm, this study aims to discover whether corpus investigation makes a difference in students’ vocabulary knowledge and how they react to corpus data in learning vocabulary. To this end, the study was carried out in a listening/speaking course of two C1 level classes in an EFL classroom at an English preparatory school in Higher Education. In one of the classes, conventional lesson materials, and in the other, corpus-based lesson materials were used to teach the selected vocabulary items. The effect of corpus-based lesson materials on vocabulary learning was examined in relation to conventional materials. The data obtained from pre and post-tests showed that although there was a significant increase in students’ scores from pre-test to post-test, corpus use made statistically no significant difference in their scores as compared to the conventional method that had been adopted during the regular course of study based on the contextual guesswork involved in the coursebook. Students’ reactions throughout the implementation of corpus-based materials and the feedback sessions held with the students, shed light on the results and suggested some pedagogical guidelines for using corpora in teaching L2 vocabulary.

Formation of lexical competence in foreign philology (English) students during online education

The research aims to examine the implementation of a model for developing lexical competence in distance learning students. It involves surveying educational institutions through the internet to assess their ability to foster lexical competence. The study findings indicate that teachers employ various tools to enhance lexical competence, such as Kahoot! (95.6%), Moodle (95.5%), Duolingo (89.7%), Google Forms (89.6%), Lingohut (89.2%), and Quizlet (84.7%). Moreover, teachers utilize specific exercises to develop lexical competence, including translation of international words into Ukrainian (95.5%), communicative exercises promoting natural speech usage (95.3%), and exercises comparing words with their definitions (89.5%). Regarding lexical competence development in distance learning, teachers employ control tasks, self-checking tasks, test tasks, and project tasks (98.3%), translation of terms (94.1%), use of lexical constructions in communication (93.8%), and exercises for statement correction (92.4%). The study reveals that ICTs have a positive impact on lexical competence development (95.5%), with a small portion (3.3%) expressing uncertainty, and a minority (1.2%) noting certain disadvantages. A model for developing lexical competence in distance learning has been formulated, incorporating clear goals, objectives, and expected outcomes.

Wykorzystanie korpusów tekstowych w nauczaniu języka francuskiego na przykładzie analizy kontrastywnej polsko-francuskiej

This paper outlines the theoretical background of data-driven learning (DDL) and its hands-on application in French Language Teaching, as well as the didactic potential of using text corpora functionalities to extract collocations. The second part focuses on the analysis of a project conducted among students of Romance Philology. Its objective was a corpus analysis of selected French terms and their Polish equivalents on the theme of social issues. The study reported a good understanding of the principles of corpus analysis by the students and an attempt to draw conclusions based on word frequency and extracted collocations. It was found that DDL could effectively deepen the development of lexical competence, especially as regards lexical combinations. Another conclusion points out that this approach allows the acquisition of extralinguistic competences – the student’s autonomy in learning a foreign language, critical thinking and heuristic skills.

Formation of Lexical Competence in Applicants for Education at Distance Learning (Experience of Foreign Scientists)

The modern peculiarities of the formation of lexical competence in students in distance education are quite acute due to the alternative organization of the scientific process and the possibility of its improvement in modern educational programs. The use of digital technologies in the learning process can be useful from the point of view of forming lexical competence and their further development in the context of strengthening the role of distance education in the modern educational program. The purpose of the article is to study the formation of lexical competence in students in distance learning, as well as the use of effective digital platforms and information technologies that can improve the components of lexical competence, such as terminology, word formation, the ability to build lexical and semantic constructions, etc. The main objective of the study is to analyze the theoretical and methodological aspects of lexical competence development in students in the context of global digitalization. The article focuses on current trends in the development of distance education and its role in the further educational process. The key prospects for development and possible ways to improve the formation of lexical competence of students studying in a distance format are outlined. Useful means of development and features of lexical competence formation are proposed, its theoretical concept is studied and its structural components are characterized. The obtained results of the study can be useful for improving the quality of the educational process in educational institutions and can be used for further development of education in the modern world.

THE ROLE OF COMPETENT APPROACH TO TEACHING FOREIGN LANGUAGES TO JOURNALISM STUDENTS

The introductory part of the article presents historical facts about the field of journalism and how and when its primary education was formed. Also, the scientific significance of the research results in the field of journalism is explained by the usefulness of the proposed system, methodology, evaluation criteria to improve the content and methodological basis of journalism in higher education, and researches on teaching journalism terms. Practical significance of the research results, the developed proposals and practical recommendations provide theoretical insights on the formation and development of lexical competence in media terms, improvement of curricula in students majoring in journalism in higher education in English. The main part of the article is devoted to the importance of a competent approach to teaching foreign languages to journalism students.Theoretical and practical analysis of the importance of having language skills, mainly communicative competencies, for journalism students not only in language learning but also in the formation of professional skills is analyzed in the article. It mainly studies the importance of training and project methods in training journalists for the profession. The theoretical aspect of the article is mainly based on the competency approach and these two methods with the opinions of the researchers. In the practical part of the article, based on the theory, an experiment was conducted with students of the Faculty of Journalism. As a result of the project method, students' language skills increased and they worked on other specialties. In short, there are different approaches to learning English, and one of them is the communicative approach. This method helps to overcome language practice fear and language barriers in teaching English. The use of a competency-based approach in teaching foreign languages to journalist students during the lesson is an important factor in improving students' professional and language skills in their fields.

Linguoecological parameters in teaching Russian as a foreign language

This article is structured on the intersection of two paradigms, namely, two basic ideas – linguoecology and optimal teaching of Russian as a foreign language, which is dictated by the peculiarities of communicative and speech situation in Russia of the XXI century, a fundamental change in the category of normativity and expansion of the boundaries of usage, which actively includes all elements of the substandard. Thus, the development of lexical competence among foreign students becomes a pressing issue. The methodology of teaching Russian as a foreign language advances by deepening links with linguistics, at the current stage – with such important area of linguistic science as linguoecology. Over the past decade, linguistic ecology turned into an independent branch and clearly formulated its difference from cognate disciplines, such as rhetoric, stylistics, and speech culture. If the category of norm revolves around the concepts of “appropriate” / “inappropriate”, the ecology of language, or ecological linguistics, is concerned with the question of usefulness or harmfulness of a particular phenomenon for the language, its development and prosperity, in other words,  its “eco-friendliness”. Considering the fact that this direction is a new direction in linguistics, and even its basic terminology is yet to be established: the terms ecological linguistics, language ecology, linguoecology, and ecolinguistics are used in a close sense. However, the sphere of interests of the new direction is clearly outlines: on the global scale, this is the problem of endangered languages and cultures of indigenous small-numbered peoples, and within the framework of a living functioning language, these processes are destructive specifically for it.

Predictores de la competencia léxica del futuro profesorado

The development of lexical competence is a key factor in all educational stages where the teacher not only acts as a guide but also as a linguistic model. The objective of this research is to know which are the factors that are related to the lexical flow of future teachers. To collect and process the data, the methodological guidelines of an established discipline, lexical availability, are taken as a reference. The sample is made up of 171 students from the master’s degree in Teaching at the University of Malaga. The main predictors of the Spanish lexicon found in the linear regression analysis are the foreign language lexicon, the master’s specialty, the ability to identify technicalities and reading habits. These findings open new avenues of research in the field of lexical availability and invite us to reflect on the promotion of specific programs to improve linguistic competence.

Methods for the development of lexical competence in teaching english to students in the specialty of mining

The modern linguistic situation, characterized by an increase in the methodology for the development of lexical competence in teaching, has awakened an increased research interest in the phenomenon of linguistic interference that occurs in the study of foreign languages. To date, there are a large number of studies devoted to the influence of the native language on the study of a foreign language; however, the problem of the interaction of two studiedforeign languages with each other is insufficiently covered. The article is devoted to the methodology for the development of lexical competence in teaching English to students of mining.

Language training students lexical competence development specifics under conditions of blended learning

Language training students lexical competence development specifics under conditions of blended learning

La enseñanza de los gestos emblemáticos en la competencia léxico-semántica: una propuesta para el aula de ELE

En este trabajo se aboga por la incorporación de los gestos emblemáticos en los contenidos que deben enseñarse en la clase de ELE. A partir de las características lingüísticas de estos gestos y el léxico, así como en la similitud de los procesos cognitivos que aparecen en el aprendizaje de ambos, se defiende la integración de los emblemas dentro del desarrollo de la competencia léxica. Para ello, se ofrecen una serie de criterios de graduación en los diferentes niveles de lengua y de integración en el aula que faciliten la tarea docente a la hora de su incorporación en los programas y materiales didácticos. Además, se ahonda en algunas consideraciones que deben tenerse en cuenta a la hora de trabajar estos gestos interculturalmente, es decir, comparando el código gestual materno y el del español, e intraculturalmente, esto es, reconociendo diferencias dentro del mundo panhispánico.

The concept of "lexical competence" in modern methodology of teaching foreign languages

The article examines the process, conditions and stages of acquisition of lexical competence by students in the process of learning foreign languages. One of the basic conditions of lexical competence is the work of students with authentic materials. The criteria of using authentic audio- and videomaterials, that will positively influence the process of learning grammatical and lexical elements of a foreign language by students, are investigated. The purpose of this article is the search and approbation of the most effective methods and means of learning English using authentic English videomaterials that will contribute to the successful development of lexical competence in students. The topicality of the research lies in the fact that the main task for students in the process of learning a foreign language is the acquisition of lexical competence, which is a component of communicative competence. The object is the lexical competence and the subject of the study is the process of the acquisition of lexical competence with the help of the authentic materials. The problem concerning the Ukrainian system of education is that the students possess a number of competences (theoretical knowledge), but are not able to apply them into practice (in the context of our study, students are not able to freely operate foreign language units and use them in real-life situations). The work of students with properly selected authentic materials (according to the students' age, level of knowledge, interests, topic and objectives of a lesson) facilitates students' acquisition of lexical competence and stimulates them to motivational activity.

The technique for development of lexical competence based on authentic texts on a specialty

The subject of this article is the technique for development of lexical competence based on authentic texts on a specialty on the example of foreign language. The goal consists in systematization and approbation of the techniques for development of lexical competence based on the texts on a specialty in the nonlinguistic educational institution. The process of teaching technical vocabulary is inseparably related to main stages of the work with authentic technical texts. Emphasis is made on the communicative types of tasks contributing to the development of verbal skills and more efficient digestion of specialty vocabulary. An experiment was selected as methodology for this research. The article describes the key aspects of teaching technical foreign language in a nonlinguistic educational institution, as well as reveals the importance of formation of active vocabulary among the students of technical specialties. The novelty lies in systematization of comprehensive approach towards increasing the level of lexical competence among the students of nonlinguistic educational facilities based on authentic texts on a specialty. The application of authentic texts on a specialty for increasing lexical competence would contribute to the improvement of learning process of a foreign language.

La pronuncia italiana per i giovani apprendenti sloveni: che cosa ne dicono i dizionari?

The article deals with the representation of Italian pronunciation in five contemporary dictionaries for young Slovenian learners. As the use of a dictionary not only stimulates the development of lexical competence, but can also serve as a useful means for pronunciation learning, the article investigates five categories representing phonetic-phonological features in a dictionary: introduction to phonetics/phonology (e.g. a pronunciation guide), phonetic transcription, phonemes, consonant length and accent. The representation of these features in a dictionary for young learners should be clear and coherent, and in some cases a dictionary (especially a dictionary intended for the youngest users) should also featureaudio pronunciations. The five dictionaries analysed are fragmentary with regard to the pronunciation: only one dictionary includes audio recordings (although the relation between the spelling and the pronunciation remains unclear, as it does not include a pronunciation guide); two dictionaries include deficient phonological transcriptions and incomplete pronunciation guides; one dictionary contains only the Italian alphabet with corresponding phonemes, while another dictionary is without any elements that could familiarize a Slovenian learner with Italian pronunciation.

O texto em verso no desenvolvimento da competência lexical em aula de português língua estrangeira

Percorrendo alguns estudos acerca da exploração didática de textos literários, entre eles, o texto em verso, compreendemos que a sua inclusão em aula de língua estrangeira (LE) tem variado no último século, consoante o enfoque metodológico predominante. A nosso ver, a utilização da literatura com um fim didático e a crescente revalorização do texto em verso como recurso didático no processo de ensino-aprendizagem de uma LE e não como objeto de estudo literário, representa um assunto de máxima atualidade, nomeadamente no campo anglo-saxónico e da língua espanhola. A natureza metafórica do género poético, a acumulação de significações implícitas e explícitas e a abundância de imagens poéticas que permitem a exploração de diferentes temáticas lexicais e do léxico presente no poema, favorecem o desenvolvimento da competência lexical. Para além disso, sendo a poesia capaz de sensibilizar o ser humano, poderá contribuir para a formação pessoal dos aprendentes.

Musicians Outperform Non-Musicians In English Language Vocabulary Uptake And Listening Comprehension Tasks

Numerous possibilities, that have arisen in the result of globalization and cultural integration, require modern specialists, and musicians in particular, to speak English language fluently. Thus, methods of teaching professionally directed foreign language should develop and heed special abilities of learners to meet their academic and professional needs. Foreign language acquisition is influenced by numerous factors such as deciphering and processing of speech sounds, words segmentation, pronunciation, memory, attention, the ability to associate the sound of the word with its meaning. It is considered that musical abilities have positive impact on these factors. The influence of musical training on foreign language acquisition has been in scope of many scholarly works worldwide. It is considered that music expertise facilitates the development of phonological, listening and vocabulary skills in foreign language learning. Moreover, musicians have abilities to detect subtle pitch deviations in music and language, segment continuous speech, as well as superior auditory abilities, which enable them to hear better even in noise. Therefore, we hypothesize, that listening can be an effective tool in teaching English professionally directed lexical competence to future musicians. In this study we analyse theoretical data relevant to the current research and seek to compare performance of musicians and non-musicians in various vocabulary and listening tasks when learning English lexical competence through listening. Our findings prove that musical expertise enhances listening comprehension skills; listening leads to vocabulary uptake and can be an effective source of English professionally directed lexical competence development in musicians.

КРИТЕРІЇ ОЦІНЮВАННЯ РІВНЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ СТУДЕНТІВ ЕКОНОМІЧНИХ СПЕЦІАЛЬНОСТЕЙ У МОНОЛОГІЧНОМУ МОВЛЕННІ, СФОРМОВАНОЇ НА ЗАСАДАХ АУДІОВІЗУАЛЬНОЇ ІМПЛІЦИТНОЇ ПРОФЕСІЙНОЇ ОРІЄНТАЦІЇ

Background: Professionally oriented training implies involvement of professional knowledge and job-related skills. However, non-linguistics majors at the primary stage of tertiary education have no experience in specialism-related areas and situations. As a result, they fail to communicate effectively in the professional environment. To solve the problem, E. Miroshnichenko has introduced ‘implicit specialization’, i.e. integrated development of socio-cultural and professionally oriented communicative FL competence in non-professional communication spheres. The researcher implements her teaching strategy based on printed materials, whereas the author of this paper advocates a somewhat different approach: communicative competence in English can be acquired through audiovisual implicit specializing. Purpose. The assessment system is an integral and essential part of teaching and learning. It should provide valid and reliable measures for evaluating communicative FL competence. The purpose of our research is to develop assessment criteria for measuring the development of communicative FL competence in monologue production in the process of audiovisual implicit specializing of would-be economists. Results. Given non-linguistics specialization of students, their FL proficiency level and primary stage of tertiary education, we offer the following criteria to assess communicative FL competence: 1) relevance of a monologue to the communicative situation; 2) accuracy and appropriateness of vocabulary; 3) pronunciation accuracy; 4) grammar accuracy and range of grammatical structures; 5) speech tempo; 6) number of simple and compound sentences in the utterance. In the context of communicative approach, when assessing accuracy and appropriateness of language use, it is essential to take notice only of those lexical, grammatical and phonetic mistakes that distort the meaning and interfere with students’ ability to produce comprehensible utterances. To illustrate the assessment procedure, the article provides some assignments and samples of students’ answers. Discussion. Application of the above-mentioned criteria to assess socio-cultural and professionally oriented communicative FL competence in monologue production of Economics majors verifies practicability of communicative FL competence development based on audiovisual implicit specializistion. Situational models of communication incorporating lexical units of economic register in non-professional communication presented in videos are of primary importance for successful development of lexical competence both at the primary and follow-up stages of tertiary education. Pronunciation standards provided by video facilitate the qualitative upgrading of pronunciation skills

Educational potential of the topic "Media" for developing students’ lexical competence: the case of British course books

This paper examines lexical and thematic characteristics of the topic "Media" as presented in integrated English language courses by leading British publishing houses. The authors give reasons for the necessity to determine the scope of contents pertaining to this topic, its structure, intrinsic problems and its didactic specifics for lexical competence development of students of non-language related fields. The empiric material of the paper is comprised of intermediate to advanced level course books. Based on their analysis, the authors have prepared the general thematic classification of the discovered aspects of this conceptual domain and have described the distribution of thematic elements within each major aspect indicating the language proficiency level. The thematic elements are exemplified by lexical units and tasks aimed at speaking practice. The authors conclude that the content component of the "Media" topic in the analysed courses is not just topical, but also possesses remarkable potential for developing students’ communicative competence, creative and cognitive abilities.

The use of frequency dictionaries in the process of the development of the English language lexical competence of students in IT fields

Deep knowledge of current English vocabulary is an essential quality of a competent expert in the field of IT. Various technologies of development of lexical competence are based on the indisputable statement  – lexical units (words and phrases) for students to study should be arranged according to their relevance in the daily communication in English. Objective quantitative indicators of relevance of lexical units in everyday life situations are presented in frequency dictionaries; however, their role in the process of professionally oriented foreign language teaching has not been sufficiently studied.The purposeof the research is to increase the efficiency of the process of development of the English language lexical competence of students in IT fields by supporting and actively using electronic frequency dictionaries as additional means of the vocabulary expansion.Materials and methodsof research include the analysis of the problem of development of the English language lexical competence of students of IT directions, modeling of the process of work with frequency dictionaries in the learning process, the practical implementation of the developed model, the pedagogical experiment and analysis of its results. The vocabulary is rapidly updated in the field of IT, for these reasons, in the process of development of the lexical competence of IT students it was decided to maintain their own frequency dictionaries of actual computer vocabulary, extracted from a wide range of the English language texts in IT sphere. The article presents a structural and functional model of working with frequency dictionaries in the learning process that is a sequence of three important steps to be performed by the lecturer, and the results of each of them. Such steps are the formation of the collections of relevant texts on it, computer processing of these collections to build frequency dictionaries and automatic and manual editing of the dictionaries, intended for the formation of the ordered list of lexical units for students to learn.The result of the researchis the practical implementation of the presented model of work with frequency dictionaries. The most labor-intensive and responsible job is the preparation of the collection of English texts, based on the well-established interdisciplinary interaction. Building a frequency dictionary from the collection is performed by standard means of Microsoft Office. The editing of this dictionary means automatic and manual removal of lexical units that are of no worth for students in terms of their vocabulary expansion. The article also presents the results of a successful pedagogical experiment on the development of students’ lexical competence in the process of their preparation for the World Programming Championship. During the training, the participants with the help of such frequency dictionary quickly improved their knowledge of the vocabulary necessary to understand the conditions of the programming assignments in English.At present, the model of work with frequency dictionaries presented in the article has proved its usefulness and positive impact on the development of lexical competence. The frequency dictionaries obtained in the course of study are regularly updated and actively used in the learning process as a good supporting tool without replacing well-tested learning technologies proven to be effective, but supplementing this process.