Lexical Competence Research Articles

Teaching russian as a foreign language in the modern educational paradigm: training dictionaries

The work is devoted to the problem of intensification of teaching Russian as a foreign language in the process of formation and development of the lexical competence of students. The role of educational dictionaries of various types is emphasized. The Experimental Electronic Multilingual Dictionary of Military Terms is presented. It is based on ABBYY Lingvo software for teaching Russian to foreign students of military universities. His vocabulary includes a special vocabulary describing various segments of military activity (weapons, equipment, commands, military life, etc.). For each word there are translations into European languages (boi - English batttle, combat; French combat (m); Portuguese combate) and Asian languages (Laos ; Arabic ; Pashto ). The potential of an electronic multilingual dictionary in the implementation of multicultural and professionally oriented teaching of Russian as a foreign language in a non-linguistic university is identified. The role of the electronic translated multilingual thesaurus in the formation of speech professional competence, which ensures the removal of language barriers in the study of military-technical sciences by foreigners, is determined. The universality of the dictionary is characterized. It was created taking into account those national languages whose speakers receive special education in Russian military universities, and provides opportunities for the redistribution of classroom and independent work of students. Its effectiveness has been proven as a tool for modern interactive, multilingual and multicultural education.

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”

Plurilingual Approach to Improving Lexical Competence of Non-Linguistic Majoring Students

This paper presents innovative approaches to improving lexical competence of non-linguistic students. The authors analyze the concept of terminological vocabulary in professional discourse, paying special attention to peculiarities of teaching vocational-oriented vocabulary to non-linguistic majoring students. Pedagogical technologies based on plurilingual approach in teaching professionally oriented vocabulary are offered in this article. The authors disclose the main features of acquiring professionally oriented vocabulary in distance learning and its effect on the learning process. Furthermore, the best practices for the English-German-French combination are explored in teaching non-linguistic students professionnally oriented vocabulary from a plurilingual and communicative perspective. The findings also show that these activities not only motivate learners to be engaged in meaningful language learning experience, but also encourage them to improve their plurilingual communicative competence, therefore enrich their professionnally oriented vocabulary. The focus lies on exploring the use of plurilingual approach as an effective means for improving professional linguistic competence. Recommendations for teachers and non-linguistic students on mastering their professionnally oriented vocabulary are presented in this paper.

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.

ИЗУЧЕНИЕ ПРОФЕССИОНАЛЬНОЙ ЛЕКСИКИ КУРСАНТАМИ ВУЗОВ ФСИН РОССИИ НА ЗАНЯТИЯХ ПО УЧЕБНОЙ ДИСЦИПЛИНЕ «ИНОСТРАННЫЙ ЯЗЫК»

The article discusses the ways of mastering professionally-oriented vocabulary by cadets of educational institutions of the Federal Penitentiary Service of Russia in the study of the discipline «Foreign language». The author of the article explains the need for future employees of the penitentiary system to study specialized vocabulary, offers effective methods for the formation of the lexical competence of students of non-linguistic universities.

Vocabulary performance of students with and without difficulties learning to read and write

ABSTRACT Purpose: to compare vocabulary performances and verify the lexical competence of students with and without difficulties learning to read and write. Methods: 93 first-grade students were divided into Group I (50 students without difficulties) and Group II (43 students with difficulties learning to read and write). They were administered the Child Language Test focusing on vocabulary. The analysis considered aspects of usual word designation, non-designation, and substitution process. The data analysis was conducted with the Mann-Whitney test, with a p-value ≤ 0.05. Results: there were significant performances in the comparison between the groups in all the conceptual fields analyzed. There was no significance for either group regarding the conceptual fields of Foods, Furniture and Appliances, Places, and Professions in non-designation; regarding Means of Transportation in substitution processes; regarding Toys and Musical Instruments in both non-designation and substitution processes. Group I had higher means than Group II in usual word designation, and lower ones in non-designation and substitution processes. Conclusion: students with difficulties learning to read and write had greater difficulties in usual word designation, as well as higher error indexes in substitution processes and non-designation, which reveals a deficient vocabulary concerning lexical access in comparison with students without difficulties.

Formation of pupils’ lexical competence of general secondary education institutions in Ukrainian language lessons: linguodidactic aspect

Formation of pupils’ lexical competence of general secondary education institutions in Ukrainian language lessons: linguodidactic aspect

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

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

الوعي الصرفي المبكر وأثره في بناء الكفاية المعجمية لدى المتعلمين: دراسة لسانية عصبية

Given its mechanisms that can help the learner develop the strategy of analyzing the morphological structure of words, Morphological Awareness plays a vital role in the process of acquiring lexical items and organizing lexical memory. Furthermore, it not only renders the representation of linguistic units less confusing but also enables us to apprehend how it functions and how it is organized within the lexicon as well. Thus, this will eventually triggers the mental mechanism responsible for building the linguistic ability of learners. That is to say, cognizing about how the mental lexicon works can inevitably help us answer various questions regarding the organizational engineering of the linguistic levels of the word in the mind as well as the mechanisms involved in the process of comprehension and production. Thus, it can be said that morphological awareness plays a significant role in building lexical competence, particularly that is related to the morphological characteristics which characterize the Arabic language through the perception of its modes of operation and its organization in the mental lexicon.

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)

Photo project as a tool for forming professionally oriented foreign language competence of university students

The article examines a photo project as a means of effective formation of professionally oriented foreign language lexical competence among students when teaching English at a university by replenishing the vocabulary. Updating this issue, the author proposes definitions and classifications of innovative technologies and art technologies, as well as art pedagogy, showing their similarities and differences. On the example of a photo project as a means of art pedagogy that contributes to the maintenance of students' visual thinking, its use in teaching English to students at a university is briefly described.

Ocenianie stopnia znajomości słownictwa w kontekście jego nauczania: rzeczywistość, potrzeby, możliwości

Stopień opanowania słownictwa przez uczących się języka polskiego na poziomach wyższych jest często sprawdzany za pomocą zadań, które w większym stopniu koncentrują się na znajomości form i znaczeń wyrazów, w mniejszym zaś na użyciu złożonych struktur leksykalnych. Ten rodzaj ewaluacji pozwala ocenić stan wiedzy deklaratywnej uczniów. Jest ona trudna do wyzyskania w autentycznych sytuacjach komunikacyjnych, w których spontaniczne działania wymagają od użytkownika wykorzystania wiedzy implicytnej. Celem niniejszego artykułu jest ogląd dydaktyki i ewaluacji słownictwa w języku polskim jako obcym dokonany z perspektywy potrzeb komunikacyjnych uczących się na poziomie średnim ogólnym. Zwraca się w nim uwagę na fakt, iż wiedza implicytna jest rezultatem głębokiej internalizacji słownictwa, a szybkie, fortunne reakcje użytkownika wspomaga właściwa organizacja leksykonu mentalnego, w którym, obok pojedynczych słów, magazynowane są różnej długości zespolenia (ciągi formuliczne). Pokazuje się też sposoby ukomunikacyjnienia obecnie stosowanych technik ewaluacji stopnia opanowania leksyki, a także proponuje takie, które opierają się na działaniach uwikłanych w kontekst i/lub w nim wyraźnie osadzonych.

Die fachübergreifende Lexik in den Niveaustufen des Gemeinsamen Europäischen Referenzrahmens (GER). Ansatzpunkte für die Vermittlung bildungssprachlicher Kompetenzen

espanolhe article presents a study examining the relationship between general academic lexis and the vocabulary taught at the different levels of the CEFR. We examine to what extent the teaching of academic language competence can draw upon general language lexical competence. The results show that a large part of general academic lexis is either already contained in the vocabulary assigned to levels A1-B1 or is linked to it by word family relationships. Teaching can thus benefit from this close relationship by specifically addressing familiar units and using opportunities for vocabulary expansion based on word families. DeutschDer Beitrag stellt eine Studie vor, in der das Verhaltnis zwischen dem fur Bildungs- und Wissenschaftssprache bedeutsamen Wortschatzbereich der fachubergreifenden Lexik und dem auf den Niveaustufen des GER vermittelten Wortschatz untersucht wurde. Es wird der Frage nachgegangen, inwieweit bei der Vermittlung bildungssprachlicher Kompetenzen an allgemeinsprachliche Wortschatzkenntnisse angeknupft werden kann. Die Ergebnisse zeigen, dass ein Grosteil der fachubergreifenden Lexik entweder selbst bereits in dem den Niveaustufen A1–B1 zugeordneten Wortschatz enthalten ist oder durch wortfamiliare Beziehungen mit diesem verbunden ist. Die Vermittlung kann von diesem engen Verhaltnis profitieren, indem bekannte Einheiten gezielt aufgegriffen und Moglichkeiten einer an Wortfamilien orientierten Wortschatzerweiterung genutzt werden.

Мобильное обучение как способ формирования иноязычной лексической компетентности студентов неязыковых специальностей

The aim of the research is to analyze the possibilities of mobile learning in the formation of foreign language lexical competence of students of non-linguistic specialties.
 Research objectives: to explore the possibilities of mobile learning in the formation of foreign language communicative competence of students of higher education institutions in general and lexical competence in particular; to determine the theoretical and methodological conditions for the formation of foreign language lexical competence of students using mobile devices; to carry out an experimental test of the effectiveness of the use of mobile applications in foreign language classes; provide recommendations on the creation of mobile applications focused on the specifics of the future professional activities of students.
 The research results can be used in practice when creating mobile foreign language teaching tools for students of non-linguistic specialties.

O dicionário em sala de aula: orientações para a formação lexicográfica de professores de línguas à luz da lexicografia pedagógica

Neste artigo apresentamos discussões acerca da Lexicografia Pedagógica e conceitos básicos sobre a estrutura da obra lexicográfica a fim de contribuir ao letramento lexicográfico (DANTAS, 2014) de professores de línguas. Assim, pretendemos que o professor, neste caso específico, de língua espanhola como língua estrangeira possa ampliar sua visão sobre os recursos do dicionário e seu uso como material didático complementar no ensino de línguas. Para isso, elaboramos um Guia teórico-metodológico relativo a alguns recursos que o dicionário traz com o intuito de contribuir na formação do professor em relação à obra lexicográfica. Com a elaboração do Guia, esperamos que o professor motive o uso do dicionário no ensino de línguas já que este pode ser uma obra de mediação para melhorar a competência léxica e, por consequência, a competência comunicativa do aprendiz.

Improving Lexical Competence of B2 Level English Learners in the Karakalpak Auditorium

This article reports on the study of enlarging lexical competence for B2 level learners who learn English as a foreign language (EFL) in Karakalpakstan. The purpose of the paper is to make a theoretical analysis by scientific researchers on the problem and to identify ways of developing the lexical competence of English learners with the help of Information Communication Technologies (ICT). The study conducted materials that analyze scholars’ opinions about teaching foreign languages via the Internet-based on modular technology. This research paper uses qualitative and descriptive analysis methods. The participants of the research were 2^nd year ESP students at Nukus state pedagogical institute. In the teaching process, teachers have great emphasis on the students’ activities in search processing of new knowledge. In this paper, two research questions were taken into consideration: “What ways are pivotal to develop lexical competence of students who study English as a foreign language?”, “What are the most effective tools and techniques for improving students’ vocabulary online?” As a result, the authors responded to the research questions from the analytical point of view and gave valuable suggestions for EFL students whose mother tongue is Karakalpak. The paper concluded that teaching English for B2 level learners through the Internet and ICT is considered efficient as a source of inspiration among Karakalpak students for educational learning and enhanced trends of acquiring EFL searching educational content.

TBL Through Music to Foster Students’ Lexical Competence

The topic of this qualitative action research was to evidence how Task Based Learning (TBL) through music could foster students’ lexical competence in a multi grade school based on “Escuela Nueva”. The population of the research was a primary school of a public institution that had difficulties in their lexical competence. The goal of this research was to explore the impact that Task Based Learning through music had on students’ lexical competence in an environment of “Escuela Nueva”. The instruments to gather the data were field notes, videotape recordings, pictures, and questionnaires. Findings of this study evidenced that this type of musical tasks can foster lexical competence and engage students to participate actively in class. Likewise, results showed that students were able to relate and recognize words, thanks to the implementation of musical activities as well as the fact that practicing vocabulary with songs can become a good strategy to develop students’ higher level of comprehension.

Construire la compétence lexicale : quelles avancées vers le réemploi aujourd’hui ?

1. Contexte A la lumiere des recherches sur la lecture et l’ecriture, l’enseignement-apprentissage du lexique est l’objet d’attention dans les annees 1970 (Picoche, 1993 ; Romian, 1993). Par la suite, le lexique est quelque peu delaisse. Au debut du XXIe siecle, Dreyfus (2004) constate encore : « Il semble exister une representation assez dominante, chez beaucoup d’enseignants, a propos d’un apprentissage “naturel” du lexique, en situation, par “impregnation”, qui accompagnerait et renforcera...

A Multi-Nodal Approach to Teaching Literature-In-French at Tertiary Levels

Purpose: The purpose of this research is to propose solutions to the problems posed by the teaching of Literature-in-French to the Anglophone learner who has not gained mastery of the appropriate collocations, registers, jargons and expressions that can adequately describe an experience, an emotion or a philosophical position as to be able to analytically engage in the debates or polemics raised by the author of a literary text.Methodology: The methodology used is explanatory and historical in which the brief account of French language teaching and its importance to the Nigerian economy is traced; the foundational teaching at the secondary and teacher training levels and French teaching for special purposes are fundamental to mastery and ability to communicate and engage in literary analyses, which is the major discourse. The teaching of French is explored and the practice of traditional approaches is juxtaposed with the innovative multi-nodal approach, developed from the author’s over thirty years of tertiary teaching.Findings: The findings are that a multi-nodal approach to teaching Literature-in-French to Anglophone learners will improve their linguistic and communicative abilities and is a predictor of better achievement in French.Unique contribution to theory, practice and policy: This research has proposed a multi-nodal technique for teaching Nigerian students whose limited lexical and syntactical competencies in French do not allow for elaborate analysis of literary subjects. The implication for teaching literature-in-French is that it will be theory based, the type that falls within the experience of learners and that they can discuss with ease. The multi-nodal approach comprises of other innovative activities like translation, comparative study, computer-aided learning, students’ participation in roles plays, skits and in particular the use of easy-to-read texts. All these activities combined should enable an all-round achievement in French language and literary performance