Keywords:
vocabulary, foreign language, structure, multimedia learning tools,
methodology, linguistics, psychology, didactic-methodical, synonyms, antonyms, semantization,
phraseologism.
Today, a foreign language is an integral discipline in the structure of modern education.
Аs a teacher оur goal is to most effectively present new material to students and create
conditions for the automation of knowledge. This problem is relevant, since the teacher is limited
in time in the classroom, in this regard, there is a need to find and apply capacious and concise
teaching methods. The teaching material should be as effective as possible. This will help us
multimedia learning tools that can be used for teaching in English lessons. Also, the interest of
students plays an important role in the process of teaching a foreign language. With the great
interest of modern children in various innovations and technologies, one cannot argue with the
fact that modern students will be more interested in learning with the help of special programs to
expand their vocabulary than with the help of outdated methods (books, visual material in the
form of cards, toys, etc.).
The formation and enriching of an active vocabulary is one of the most important
problems in the methodology. Its volume regulates the repetition of words in educational texts,
their active use in the process of intercultural communication. To make students master the
vocabulary of the language they are studying is the main goal of a foreign language teacher. For
students desire in learning new lexics, expand our vocabulary, work with the dictionary, we need
to maintain interest in different ways [Guidelines for teaching foreign languages 2003: 280]. For
example, Solovova believes that in order to really know a word, you need to be able and
understand how to use it in your speech, as well as to distinguish perceptively the form of a
word, its content and various semantic connections, the compatibility of this word with other
words. Traditionally, in the methodology, it is customary to understand by vocabulary such
lexical units that may belong to the level of a word, a set phrase or an idiom [Solovova 2002:
82]. Тo understand the content and meaning of speech, it is necessary to work and learn such
vocabulary that is useful for solving communication, as a rule, these are frequently repeated
lexical units within the same topic. It is repetition that Erwin Chirner calls “the central factor in
the assimilation of new foreign words” [Chirner 2008: 3]. The content of teaching the lexical
side of foreign speech is understood as everything on the basis of which the development of
lexical skills takes place.The content of teaching vocabulary consists of three aspects:
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