Formation Of Lexical Competence Research Articles

Differentiated formation of lexical competence in speech among future philologists-orientalists

Relevance. The research is relevant because in the modern pedagogical discourse there is a need to introduce new methods and principles of work for the development of lexical skills and the formation of communicative competence.Purpose. The purpose of this work is to determine the key characteristics of the educational process using the example of the training of orientalist students, to study the specifics of the work on the development of lexical skills at different levels of training: low, medium and high in the speaking process.Methodology. Analytical-synthetic, comparative-comparative, the method of studying and summarizing pedagogical experience and questionnaires, which were used for complex and detailed analysis, were the main methods for writing this work.Results. In this study, an analysis of educational bachelor�s programs in Japanese, Korean, and Indonesian philology of Taras Shevchenko National University of Kyiv was carried out, the main forms of work oriented to different levels of students� knowledge were shown: low, medium, high. Attention is focused on the main methods of work, in particular, discussions, debates, problem tasks, modelling of dialogues, and lexical exercises are mentioned. The results obtained in the course of my own research were compared with the results of other researchers dealing with similar pedagogical topics. The results of a survey of students of 1-5 courses regarding the assessment of their level of lexical training and the effectiveness of the applied teaching methods are presented. The theoretical aspects of the concept of �lexical competence� and �differentiated learning� were also considered.Conclusions. This work can be used for the further development of the problem of differentiated education, in particular, the introduction of new methods, the integration of modern educational practices in order to develop lexical competence in the process of speaking.

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.

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.

APPLICATION OF AR-TECHNOLOGIES FOR FOREIGN LANGUAGE TEACHING IN HIGHER EDUCATION FOR THE ORGANIZATION OF INDEPENDENT WORK

Statement of the problem. The article investigates the problem of AR-technologies application in foreign language teaching at university. Referring to the research of Russian and foreign scientists such as N. Howe, A.P. Avramenko, E.N. Solovovа, O.G. Starodubcevа, V.N. Taran, E.I. Passov and others, the authors develop a methodology for the formation of lexical competence through AR technologies in the organization of independent work of students of non-linguistic specialties. Results. The experiment was conducted on the basis of Chelyabinsk State University. The testees were the 1-st year students of the Math Faculty studying at Computer Security 10.05.01 specialty. 42 students took part in the experiment. The experiment lasted for one semester. We introduced in the educational process the applications with AR-functions such as Tik-Tok, Housecraft, and a social network messenger. As a result, an algorithm for choosing an AR-application was developed, and a methodology for the formation of lexical competence using AR-technologies was tested when organizing students' independent work. Conclusion. After conducting experimental and search work, we have figured out that the formation of lexical competence in the organization of independent work of students studying a foreign language with the AR-technologies is quite successful. We have found that AR-technologies allow leveling a number of communication barriers that students face when learning a foreign language. A universal algorithm for choosing an augmented reality application was developed to introduce it into the teaching process of any discipline. In addition, the methodology for working with AR-applications in foreign language classes was tested, positive results and good feedback from students were obtained. The advantages of AR-technologies for the purposes of foreign language teaching are described.

Key Problems of English Lexicology in Higher Education Institution

The article is devoted to the main problems faced by students of philology in the study of English lexicology. In the university course lexicology is considered as a branch of linguistics that has its own goals and methods of research, main tasks and systematic description of vocabulary according to its origin, development and current use. The paper emphasizes the importance of studying lexicology in the course of higher education institution, because knowledge of lexical units is the basis for the formation of communicative competence and for mastering a foreign language in general. The study of lexicology plays an important role in all types of speech activity (reading, speaking, writing and listening). A sufficient number of programs and textbooks on English lexicology served the material of the article. After analyzing the research material, we can identify the main thematic blocks that are traditionally studied in the course of English lexicology in higher education institution: word formation, semasiology and etymology of the word. The main problems in studying word formation are the distinction between "morpheme" - "allomorph" - "morph", recognizing different affixes, knowledge of which promotes better understanding of texts and the ability to speak succinctly orally and in writing, defining different ways of word formation. In the thematic block "Semasiology" the most problematic issues are the meaning of the word, as well as synonymy and polysemy, due to which a large number of new meanings of words appear in the English language. Studying the problems of the thematic block "Etymology of the word", including the classification of native and borrowed vocabulary, the presence in English of such concepts as etymological doublets, triplets and hybrids, etc., will allow students of philology not only to distinguish English lexemes from borrowed ones, but it will also show them the richness of the English language, its development, dynamics and improvement, it will cultivate respect for the history and language of the English people. Lexicology should be considered the basic of the English language course in the higher education institution, as the formation of lexical competence is an important component in the formation of foreign language communicative competence. In the process of studying the course, students learn new words, phrases, phraseological units that they need to develop skills of their usage in various types of productive (speaking, writing) and receptive (reading, listening) activities.

SYSTEM ANALYSIS IN LEXICOLOGY IN THE ASPECT OF FOREIGNERS’ EDUCATION

The article is devoted to system analysis in lexicology. An interdisciplinary study has shown that system methods and certain principles (hierarchy; synergetics), indicators (optimization) can be used to develop new methods in lexicology. The purpose of the article is to propose new approaches to solving the problem of studying the vocabulary of foreign languages based on the method of system analysis. The object of study is the lexical system of language. The subject of research is the models of system analysis. The study concluded that the interdisciplinary method of system analysis is essentially synthetic, which allows to work with a large amount of input data at different levels of the system, allows to optimally process the system, accelerates the formation of lexical competence and approaches to a synthetic algorithm in any language. The algorithm can be implemented when learning a foreign language and create on its basis methods of learning vocabulary using computer programs and algorithms.

ENGLISH LEXICAL COMPETENCE FORMATION USING FAIRY TALE TEXTS IN PRIMARY SCHOOL

The article presents the theoretical background and technology of forming the English lexical competence based on the fairy tale texts material in the 3rd form of general secondary education institutions. The relevant psychological and age characteristics of schoolchildren are outlined, the concept of lexical competence and the contents of the English lexical competence of the 3rd form pupils are considered, the characteristics of unadapted and adapted fairy tale texts as material for the formation of lexical competence are given, a set of exercises aimed at forming the English lexical competence with the use of fairy tale texts in the 3rd form of general secondary education institutions are suggested, and examples of relevant exercises are given.

Subsystem of exercises and tasks for prospective engineers lexical competence in professionally oriented reading development


 
 
 
 The article describes a subsystem of exercises and tasks for the formation of English language lexical competence in professionally oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering. The stages of the formation of English-language lexical competence in professionally oriented active reading are determined and characterized: 1) acquaintance, 2) automation, 3) application. To form this competence, we consider effective the following methods of active reading: Know- Want-Learn (KWL), SQ3R (Survey, Questions, Read, Recall, Review) and examples of exercises and tasks performed at each stage of working with authentic texts. The subsystem of exercises and tasks is described and implemented at the pre-text, text and post-text stages of work. All educational information for the formation of lexical competence in English reading is accompanied by an authentic visualization which we understand as conditionally technical (drawings, figures, photographs, diagrams, charts, graphs, videos, etc.). Authentic visualization of educational information is developed as a supplement to textual material for better understanding and perception information on the specialty and complements it. The organization of the stages of lexical competence formation is taken into account during the developing the exercises and tasks.
 
 
 

LINGUISTIC COMPETENCE AS AN IMPORTANT COMPONENT OF TEACHING ACTIVE METHODS IN READING

The article deals with the applying of active methods in reading and the formation of linguistic competence for teaching English for specific purposes (ESP) to future bachelors in the field of Civil Engineering.Purpose of the research is to describe linguistic competence as an important component of the process of teaching active methods in reading to future engineers, to define some active methods in reading that can be implemented in the teaching of ESP in the process of training future civil engineers.Methods. Reviewing the studies on linguistic competence in reading in the process of teaching ESP and methods of active reading.Results. Prospects for teaching methods of active reading (KWL and SQ3R) to future engineers in the ESP teaching process are described. The definition of lexical competence and its components in the process of teaching methods of active reading is given. The difficulties of teaching active reading in ESP for students of technical specialties are determined.Conclusion. Taking into account that creativity and active participation are important factors in motivating students to learn ESP, we consider it appropriate to use methods of active reading (KWL and SQ3R) in combination with other intensive methods and technologies to train future engineers. We believe that exercises and tasks with different forms and models of authentic visualization of educational information (AVEI) for learning English vocabulary in professionally oriented reading are effective. AVEI, taken from professional articles and other authentic materials in the field of civil engineering, can contribute to the formation of lexical competence of students.

Formation of lexical competence in the training process according to the cultural textbook “The key to Ukraine: cities and people”

Formation of lexical competence in the training process according to the cultural textbook “The key to Ukraine: cities and people”

Formation of lexical competence in students of nonlinguistic specialties (on the materials of French media texts dedicated to the coronavirus (COVID-19) pandemic)

Formation of lexical competence in students of nonlinguistic specialties (on the materials of French media texts dedicated to the coronavirus (COVID-19) pandemic)

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The article describes the results of a methodical experiment organized to test the effectiveness of the English language lexical competence formation of future civil engineers in professionally-oriented reading. Two methods of active reading (Know-Want-Learn (KWL) and Survey, Questions, Read, Recall, Review (SQ3R)) have been selected and substantiated for the experimental training. Exercises and tasks with authentic visualization of educational information have been developed. According to the hypothesis of the experiment, the formation of lexical competence of English language in professionally-oriented active reading for students of the field of knowledge 19 Architecture and construction, specialty 192 Construction and civil engineering will be effective provided by the using of a subsystem of exercises and tasks developed on the basis of authentic visualization of educational information and special selected authentical professionally-oriented texts; implementation of training at the pre-test, text, post-text stages on the basic of KWL and SQ3R methods of active reading. The experimental testing proves the effectiveness of the developed exercises and tasks and the presented methodology. The results of the efficiency of the methodology have been confirmed by the methods of mathematical statistics. Key words: methodological experiment, experimental training, results of the experiment, the formation of lexical competence, future civil engineers, professionally-oriented reading, active methods of reading.

Means and methods of forming lexical competence in future english teachers

The article addresses the issue of shaping the lexical competence of future English teachers. In particular, the role of a number of tools and methods, such as linguistic exercises, working with vocabulary, flash cards, is explained. The issue of defining methods and techniques for the formation of lexical competence of future English teachers is also one of the current issues related to our study. Our next observations were based on the Practical English Course and a number of other disciplines.

ОСНОВИ ФОРМУВАННЯ ЛЕКСИЧНОЇ КОМПЕТЕНЦІЇ МАЙБУТНІХ УЧИТЕЛІВ ПОЧАТКОВОЇ ШКОЛИ ЗАДЛЯ ПРОФЕСІЙНОЇ ДІЯЛЬНОСТІ В УМОВАХ ДІАЛЕКТНОГО СЕРЕДОВИЩА

Статтю присвячено питанню формування лексичної компетенції майбутніх учителів початкової школи, зокрема задля їхньої успішної професійної діяльності в умовах діалектного середовища.
 Розглянуто низку визначень поняття «лексична компетенція» як вагомої складової комунікативної компетентності, проаналізовано погляди сучасних лінгводидактів на проблему формування лексичної компетенції молодших школярів і студентів спеціальності «Початкова освіта».
 Опрацювання наукових лінгводидактичних праць дало змогу авторові виокремити низку складових поняття «лексична компетенція» загалом і «лексична компетенція учителя початкової школи» зокрема; визначено пріоритетні напрямки роботи у системі підготовки студентів спеціальності «Початкова освіта» до педагогічної діяльності в умовах діалектного середовища.
 Обґрунтовано необхідність уведення у систему підготовки студентів педагогічних ВНЗ тем і дисциплін, спрямованих на формування готовності майбутніх учителів мови до роботи в умовах місцевих говірок.
 Зважаючи на вагомість порушеної проблеми для удосконалення системи підготовки майбутніх учителів початкової школи, як і методики формування мовної особистості молодших школярів, і водночас на недостатнє її опрацювання у педагогічних наукових і методичних джерелах, маємо на меті розглянути особливості формування лексичної компетенції студентів спеціальності «Початкова освіта» у системі їхньої підготовки до професійної діяльності в умовах місцевих говірок.
 Методологічними засадами дослідження є науково-концептуальні положення про взаємозв’язок мови і мовлення, їх визначальне місце і роль у мовному розвитку особистості, концепції побудови освіти на засадах формування національно свідомої мовної особистості.
 Отже, формуванню лексичної компетенції належить провідне місце у системі мовної підготовки майбутніх учителів початкової школи.

SELECTION OF LEXICAL AND TEXTUAL MATERIAL FOR INDIVIDUAL FORMATION OF ENGLISH LANGUAGE LEXICAL COMPETENCE IN READING OF FUTURE PHILOLOGISTS

The article defines the criteria for choosing lexical and textual material in English for individual formation of lexical competence in reading of the first-year students-philologists. The word with its denotative and connotative meanings, phraseological unity (with its semantics) is defined as the units of the choice of lexical material. The connected content-completed texts are the units of the selection of text material. On the basis of the criteria of compatibility, vocabulary matching with students' level of learning, word formation and building ability, a vocabulary minimum has been chosen, which is aimed at expanding the thesaurus of students with new lexical units with their denotative values and extending the semantic range of known lexical units. On the basis of the criteria of connectivity, content integrity, semantic and content completeness, linguistic accessibility, motivational content, information saturation, volume of the text, authenticity and functional conditionality, selection of texts corresponding to the level of students' learning level (respectively, for students with low learning level - texts with explicit content, for students with a medium learning level - texts with explicit content and implicit content fragments, for high learning level students - texts that have implicit content that require interpretation) aimed at expanding their thesaurus was made. It is substantiated that all texts should be integral, coherent, completed in content and meaning, accessible in the linguistic aspect, authentic, informationally saturated, in content appropriate to level B1, B1 +. They also should be interesting in content and should motivate students to read and study the language, however, to be different in terms of functional conditionality, depending on the level of students' learning level and their ability to read and interpret.

ФОРМУВАННЯ ЛЕКСИЧНОЇ КОМПЕТЕНТНОСТІ УЧНІВ ЗАСОБАМИ КОМП’ЮТЕРНИХ ІГОР У НАВЧАННІ УКРАЇНСЬКОЇ МОВИ

The article deals with the problem of forming the lexical competence of younger teenage pupils with the use of computer games in the process of learning the Ukrainian language, the ways of its solution and the corresponding methodical recommendations are offered. The importance of creating and using computer games in order to improve the quality level of Ukrainian-language education is substantiated. The essence of the concepts of «lexical competence», «educational computer game» is specified. On the basis of analysis of scientific works, synthesis of educational and methodological ideas, generalization of own experience of pedagogical work the conditions of effective use of educational computer games within the limits of Ukrainian-language education are determined. It has been established that the integration of computer games into the traditional Ukrainian language learning system helps to provide internal motivation for learning, activating pupils ‘cognitive activity, forming general and substantive competencies. It is emphasized that the effectiveness of educational computer games in the language training of students depends on the level of professional education, ICT competence and linguodidactic skill of a teacher-translator. The educational potential of an interactive educational game complex is described, which is to stimulate interest in teaching the Ukrainian language and creates opportunities for the formation of lexical competence on the basis of electronic linguodidactics.

The formation of lexical competence of future teachers of foreign languages by means of interactive methods

The formation of lexical competence of future teachers of foreign languages by means of interactive methods

Use of brainstorming for the formation of lexical competence in English class

Use of brainstorming for the formation of lexical competence in English class

Использование компьютерных средств для формирования лексической компетенции при обучении иностранному языку в вузе

Использование компьютерных средств для формирования лексической компетенции при обучении иностранному языку в вузе

LEXICAL COMPETENCE AS THE LANGUAGE BASIS OF MEDICAL STUDENTS’ COMMUNICATIVE COMPETENCE

The article is devoted to questions of the formation of foreign-language lexical competence as the language basis of Medical students’ communicative competence, the main concepts relating to the lexical aspect of foreign language training are interpreted, the attention is paid to the lexical component as the most essential one of both expressional and receptive types of speech activity, levels of the formation of lexical competence as necessary stages of its gradual development are shown. The author pays attention to lexical skills as the integral structural component of foreign-language professional lexical competence in a framework of interdisciplinary connections characterizing their features and conditions of its development, the advantage of lexical competence formation on an interdisciplinary basis is pointed out while taking into consideration the linguistic features of the language material and also applying the results of students’ educational activity.