Content Introduction chapter I. Theoretical foundations of lexical skills of oral speech and reading

Content
Introduction …………………………………………………………………….3
Chapter I. Theoretical foundations of lexical skills of oral speech and reading……………………………………………………………………………..6
1.1. Psychological aspects of vocabulary training at the middle stage……………6
1.2. Principles of teaching lexical guessing .……………………………………12
1.3. Traditional and non-traditional means of semanticizing vocabulary………19
Chapter II. Methodology for expanding the vocabulary of 8th grade students ………………………………………………………………………………….24
2.1. Techniques for improving the vocabulary of 8th grade students……………24
2.2. The teacher's work on the formation of passive and potential vocabulary …32
2.3. A system of exercises designed to increase the vocabulary of English in 8th grade students. …………………………………………………………………39
Conclusion ……………………………………………………………………….48
List of used literature………………………………………………………….50

Introduction
Quite a lot of attention is paid to the issues of teaching vocabulary by methodologists. In the modern methodology, work on vocabulary is legitimately considered in the light of the tasks of developing speech skills.
The method of teaching foreign language vocabulary has long attracted the attention of teachers and methodologists, and there are good reasons for this:

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  a huge role that vocabulary knowledge plays in the development of students ' speech skills;
  
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  complexity of the vocabulary acquisition process;
  
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  the complexity of the problem itself, because the lexical composition of the language is a very diverse and motley picture, and lexical units are diverse and multidimensional phenomena, the essential properties and features of assimilation of which are difficult to identify and turn to the benefit of teaching methods.
  

Vocabulary in the system of language tools is the most important component of speech activity: listening and speaking, reading and writing. This determines its important place in every foreign language lesson, and the formation of lexical skills is constantly in the teacher's field of vision. Its task is to ensure that students fully master the program lexical minimum and firmly consolidate their active vocabulary in their memory at all stages of learning. The need to develop students ' lexical skills at the initial and secondary stages of language acquisition, on the one hand, and the lack of development of this problem in the methodological literature, on the other, determined the purpose and objectives of our research.
The methodological works set out the following main issues:

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  selection of lexical material for training, problem with active and passive dictionaries,
  
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  ways to explain words,
  
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  exercises that help you fix and save words in your memory.
  

The relevance of the research is due to the insufficient theoretical development of the methodology for teaching the expansion of the active vocabulary, taking into account the thematic and lexical approach in teaching a foreign language; the lack of special tasks in textbooks for expanding the active vocabulary, taking into account semantic fields, a systematic approach to the development of exercises and tasks, role-playing games, scenarios; the importance of understanding in various types of speech activity, as well as in the professional training of graduates of language faculties of universities. As for exercises, you can find descriptions of different types of exercises, but there is no strictly thought-out system of lexical exercises aimed at developing speech skills, and therefore there are great difficulties in teaching vocabulary.
In order to achieve students' assimilation of foreign language vocabulary, without which it is impossible to express or understand the content of speech, it is necessary to work carefully on such lexical units that are necessary for the development of speech activity and have repeatability within the subject of secondary school.
The aim of the study: to develop a methodology for increasing vocabulary at the middle stage of training.
The object of the study is the process of learning to expand the vocabulary of students in English lessons.
The subject of the study is the vocabulary of 8th grade students.
In accordance with the problem, object and purpose of the study, the following research objectives were formulated:

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  to study the process of teaching vocabulary from the point of view of psychology;
  
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  to consider the psychological and theoretical foundations of lexical skills;
  
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  suggest new approaches to the formation of lexical skills;
  
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  develop a system of exercises to enrich your vocabulary.
  

The methodological basis of the thesis was the research of foreign scientists on various typological features of vocabulary (G. Palmer, C. Friz, R. Lado, etc.); research of domestic scientists on the typology of vocabulary taking into account the native language (M. S. Latushkina, S. V. Kalinina, B. V. Belyaev); the category of training lexical exercises (N. I. Zhinkinexercises for the formation of lexical skills (N. G. Voronin, A. A. Leontiev).
The research methods were: the study of psychological, pedagogical and methodological literature, theoretical analysis, generalization, systematization, classification, analysis and synthesis; empirical research methods: pedagogical observation, material collection. The practical significance of the work lies in the fact that the results of this study can be used in English lessons. The research materials can be useful for English language teachers and students when teaching vocabulary in the classroom.