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

linguistic knowledge in the field of vocabulary:

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  knowledge of the rules of word formation of lexical units and their compatibility;
  
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  knowledge of drill and service words as a means of communication in sentences and texts;
  
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  knowledge of the etymology of individual words;
  
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  knowledge of concepts whose meaning is expressed differently in different languages.
  

The intersection of different levels in a word as a language unit makes it possible to view vocabulary from different points of view: forms, functions, and meanings. Form refers to the phonetic and spelling aspects of a word, its structure and grammatical features. When learning the functional features of vocabulary, difficulties arise associated with memorizing the volume of word meanings, which in most cases does not coincide with the native language, the polysemy of words, the nature of the compatibility of some words with others, as well as the use of the word in specific communication situations. ²
The vastness and mobility of the vocabulary, the variability of the meaning of words, and the creation of new words constantly increase and deepen the divergence between languages. Under the influence of phonetic and word-forming rules of any language, words are subject to changes that have somewhat obscured their similarity, but nevertheless, borrowed words are a powerful source of replenishment of a potential vocabulary.
The complexity common to all languages lies in the fact that the same concept is often expressed by lexical means that differ in semantic structure, for example, thin soup. A characteristic feature of the English language is polysemy and homonymy. It is also difficult to find such phenomena when the noun of semantically similar words is represented by a word of English origin, and the adjective is borrowed from Latin or French, for example, heart - heart, cordial-cordial, tooth - tooth, dental - dental, man - man, human - human, etc.
Phraseological units are particularly difficult - stable word combinations of different types, the meaning of which is independent of the meaning of their components. They are distinguished by their unique originality and can be translated into another language either by a similar phraseological turn or by a description. To improve the effectiveness of vocabulary training, a differentiated approach to the selection of vocabulary material, its presentation and consolidation is necessary. This approach is carried out on the basis of a methodological typology, which provides for gradation of difficulties in mastering vocabulary.
The analysis of foreign and domestic literature indicates different approaches to the identification of lexical difficulties. The most common typology is one that takes into account the complexities of form, meaning, and usage, which dates back to G. Palmer G. Palmer draws attention to the difficulties of mastering short words that are difficult to differentiate by ear and poorly remembered, and to the relatively easy assimilation of words denoting objects, actions, and qualities. He also notes the advantage of concrete words over abstract ones. Tsch. Frieze, when identifying typological features of vocabulary, proceeds from its function in the sentence and from compatibility.
Based on these criteria, it identifies four types of words:

1. 
   service words;
   
2. 
   substitute words;
   
3. 
   words expressing the presence or absence of negation;
   
4. 
   words symbolizing objects, actions, qualities.
   

R. Lado distinguishes the types of words based on interlanguage interference. Easy words include those that are similar in form and meaning to the words of their native language. The norm of use is represented by words that are similar in meaning, but different in form.
In the English methodology, there are also typologies of vocabulary based on the native language. Some authors base the gradation of difficulties on the correlation of meaning and form of lexical material, as well as the nature of the resulting interlanguage interference. On this basis, there are four types of words:

1. 
   words and phrases that are structurally consistent in both languages;
   
2. 
   language units that are specific in form and content only for the language being studied, which limits the interference of the native language;
   
3. 
   words with a wider scope of meaning in the studied language compared to the native one;
   
4. 
   groups or nests of synonymous words, the meaning of which is covered by a single multi-valued word of the native language.
   

The most promising approaches and typologies of vocabulary are those that take into account both quantitative and qualitative characteristics of words. The qualitative approach to typology is supported by the following:

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  ease of identifying word types based on qualitative characteristics;
  
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  the possibility of applying it to all types of language material;
  
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  clarity in distinguishing the nature of difficulties, which determines the methods of working on this type of vocabulary;
  
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  an equal opportunity to use qualitative differentiation at all stages of training.
  

Mastering the lexical side of speech involves passing certain stages. There are three of them:

1. 
   semanticization of lexical units,
   
2. 
   automation of lexical units,
   
3. 
   further improvement of lexical skills.
   

Central to this chain is automation, not only in terms of position, but also in terms of value. Semantisation is the process of revealing the meaning of a word. This process should be time-saving and efficient to remember. In order for it to be such, the teacher must understand the psychological structure of the word.