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

CHAPTER I THEORETICAL FOUNDATIONS OF LEXICAL SKILLS OF ORAL SPEECH AND READING VOCABULARY ENGLISH
1.1PSYCHOLOGICAL ASPECTS OF VOCABULARY TRAINING AT THE MIDDLE STAGE
In recent years, our country has made an attempt to teach children a foreign language in preschool institutions. Foreign language vocabulary is an object of consideration in many psychological and methodological developments of domestic and foreign researchers. Psychological aspects of vocabulary training were considered in the works of B. V. Belyaev, I. A. Zimnaya, A. A. Leontiev and others. V. A. Buchbinder, P. B. Gurvich, E. I. Passov, V. S. Korostelev, A. N. Shamov, G. V. Rogova, M. A. Burlakov, E. N. Solovova, R. Carter, and V. V. Shishkin are devoted to the formation of lexical speech skills. Loban et al., which consider this aspect in teaching a foreign language in the process of reading, oral speech, the theory of lexical exercises, and the semantic approach. At the same time, the methodology of learning to expand the active vocabulary is not sufficiently developed¹.
There is no doubt that this research experience will yield only positive results. The vocabulary side of speech activities should be taught in such a way that students constantly feel the tension of communication tasks, i.e. that they need words to express thoughts and recognize them. Only a clear speech perspective determines motivation and successful vocabulary acquisition.
In this case, imprinting may occur, a psychological phenomenon described by A. N. Leontiev: "Fortunately, our memory works not only and not so much by the type of memorization. It also works according to another mechanism, which has recently been called the "imprinting" mechanism, i.e. "once and for all "imprinting. We don't know much about the mechanism of this process, but we do know the main thing. In order for imprinting to occur, it is necessary that what is remembered meets the need and is immediately supported by its satisfaction.
In relation to words of a foreign language, it is assumed that there must be a certain tension of the speech need. Then a trap is formed in the memory for the word, so that it is imprinted." It is impossible not to agree with the English methodist G. Palmer, who attached great importance to the beginning in learning a foreign language. «Take care of the first two stages and the rest all take care of itself. It is at the initial stage that the methodological system is implemented, which is the basis for teaching a foreign language, which from the first steps allows the teacher to enter this system and carry out the educational process in accordance with its main provisions. Modern linguistics considers language as a hierarchical structure consisting of a number of levels, each of which is characterized by its own set of linguistic signs.
At the lexical level of interest, such units as words, phraseological and other stable combinations, cliches, label and speech formulas function. Changes in the field of orientation from learning a language as a formal system abstracted from the conditions of its use, to considering language as a means of communication and communicative impact turned out to be very fruitful and promising for teaching a foreign language in general and vocabulary in particular. Since the goal of learning is to develop oral and written forms of communication, proficiency in the vocabulary of a foreign language in terms of semantic accuracy, synonymous richness, adequacy and appropriateness of its use is an integral prerequisite for achieving this goal. The formation of lexical skills involves not only taking into account information of a formal and structural nature, but also the importance of situational, social and contextual rules that native speakers adhere to.
It follows that the formal functional sides are different aspects of the same phenomenon. In the process of communication, there can be no form without a function, and, conversely, each function has its own language expression. At the same time, it is necessary to take into account the fact that there is no unambiguous correspondence between function and form. Communicative categories common to many languages have their own specific expressions in different languages. Consequently, the problem of the correlation of formal and functional aspects at the lexical level requires addressing unthinkable without system knowledge. During the course of study in secondary school, students should learn the meaning and forms of lexical units and be able to use them in various situations of oral and written communication, i.e. master the skills of lexical design of the generated text when speaking and writing, and learn to understand lexical units by ear and when reading.