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

1.2 PRINCIPLES OF TEACHING LEXICAL GUESSING
Mastering oral speech and reading "is impossible without speech skills". Lexical skills are particularly important in this process. The leading role of the lexical component is assigned to the structure of the content of teaching a foreign language as a whole.
Lexical skills of different types of speech activity serve as the basis for the development of semantic competence of students.
Lexical competence is an important part of the cognitive base of students, which is a set of knowledge that is common to all members of the same linguistic and cultural community. In the educational process, the cognitive base performs various functions:

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  helps you master language units successfully;
  
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  allows you to build your own utterances in the language you are learning;
  
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  allows you to correctly perceive and evaluate the statements of other participants in acts of communication.
  

Lexical knowledge ensures successful mastery of the basics of all types of speech activity. Lexical knowledge is understood not only as a set of linguistic information about a foreign word, but also as knowledge of programs of action with the word, i.e., certain strategies for handling a foreign word.³
The analysis of lexical skills of different types of speech activity shows that they have a certain hierarchical structure. In these structural formations, we can distinguish general, various, and specific operations that form the basis of lexical skills. The set of such operations depends on the type of lexical skills, on the type of speech activity, where they function as semantic components.
Lexical skills are strong and stable if they are developed in a coherent and systematic way. The strength and stability of lexical skills are influenced not only by the nature of the interaction of skills with each other, but also by the nature of the interaction of lexical skills with others (phonetic and grammatical).
The selection of vocabulary for different types of educational institutions is made on the basis of certain principles, which are among the special ones. They reflect the patterns that have developed and operate in the field of teaching foreign language vocabulary. Academician I. V. Rakhmanov made a significant contribution to the development of the problem. The principles of selecting vocabulary for educational purposes have already been developed, and their methodological effectiveness has been tested over time. These principles guide the majority of methodologists who make the selection of common vocabulary and the selection of vocabulary for special training purposes.
The situation is different with the principles of teaching vocabulary. Teaching this aspect of speech is based on the principles proposed at the time by a number of scientists. Academician I. L. Bim suggests organizing the process of teaching vocabulary on the basis of such principles as:

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  reliance on cognitive and communicative motivation;
  
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  adequacy of exercises to the formed actions;
  
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  step-by-step formation of lexical actions ;
  
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  taking into account the interaction of exercises for the formation of different sides of speech;
  
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  taking into account the interaction of oral and speech forms of vocabulary development with the development of reading and writing techniques and the relationship of types of speech activity.
  

The implementation of these principles takes place on the basis of extensive use of the student's needs and motivational sphere. This takes into account:

1. 
   the rational organization of lexical material;
   
2. 
   its typological features;
   
3. 
   a wide range of communicative tasks to be solved;
   
4. 
   features of the vocabulary training stage;
   
5. 
   a rational ratio of speech activities used as a means of memorizing, training and applying vocabulary.
   

Due to the recent spread of the communicative-cognitive approach in methodological science, some clarification of the principles discussed is taking place. There is a substantiation of new principles related to the goals of the communicative-cognitive approach. The formulation of new principles of vocabulary teaching is based on data accumulated in rapidly developing branches of scientific knowledge in modern conditions, for example, cognitive science, cognitive psychology, educational psychology, and psycholinguistics. The justification of new principles of vocabulary teaching is largely due to cognitive linguistics.
N. D. Galskova and N. I. Gez believe that at the present stage of development of methodological science, vocabulary training "should be based on the principles of interrelated communicative, socio-cultural and cognitive development of students." It is advisable to implement this attitude in teaching vocabulary in the practice of language teaching in secondary schools.
In the framework of research on the problems of teaching vocabulary based on the ideas of the communicative-cognitive approach, several additional principles of teaching this side of speech were formulated:

1. 
   The principle of the system-forming role of vocabulary in teaching foreign languages.
   
2. 
   The principle of lexical advance in the language education of students.
   
3. 
   The principle of correspondence of cognitive models of cognitive activity of trainees to the goals and objectives of teaching the lexical aspect in general.
   
4. 
   The principle of verification of mental components in the content of vocabulary training and their correspondence to the true state of affairs.
   

The introduction of the principle of the system-forming role of vocabulary in teaching foreign languages is explained by the importance and significance of the aspect itself. A foreign word is a carrier of various kinds of information. Different types of information in the structure of a foreign word are referred to in linguistics as the "semantic complex of the word". The semantic complex includes:

1. 
   actual linguistic information;
   
2. 
   information about the elements of the culture of the people of the studied language in the word structure;
   
3. 
   encyclopedic information.
   

The system-forming role of a foreign word is manifested, firstly, in ensuring minimal contact between speakers, in performing the simplest act of communication. Secondly, any foreign language is the "germ" of the future utterance, the word can set the topic of the future utterance. Third, the word can act as a regulator of associative-verbal networks that activate the consciousness of the speaker and listener. It invokes from semantic memory the words and grammatical structures necessary for the implementation of speech intent, for solving the set communicative task. Fourth, the word takes an active part in the processes of thinking. Fifth, any foreign-language word is actively involved in the development of the learner's language consciousness through its internal content. Sixth, the word is an important and effective means of socialization. Through the word occurs:
a) the formation of the information base of a person;
b) mastering the experience of previous generations;
c) the formation of a person (individual) as a member of a certain society.
The second principle of teaching the lexical side of speech is the principle of lexical advance in language (linguistic) education. This principle provides for the primary assimilation of lexical material. Then work is done on other aspects of the language-phonetics, grammar. Priority work on vocabulary is carried out taking into account the following two considerations:
a) the word is always addressed to different levels of the language, it affects its other units;
b) the lexical unit is the source material for the functioning of phonetic and grammatical skills.
The principle of lexical advance in language education is most clearly manifested in the processes of speech generation and perception. The construction of an utterance is based on keywords that determine the idea of the future utterance. In the processes of generating an utterance, a person conveys not the meanings of individual words, but their meanings.
When teaching receptive types of speech activity, practical teachers often resort to such a technique of intellectual activity as compression of the text content. The content of listened or read texts is represented as a set of keywords that serve as a means of encoding them. When discussing the content of texts, keywords simultaneously perform another function - the means of restoring content by "reference points".
The implementation of the ideas of the communicative-cognitive approach in teaching a foreign language at the present stage causes an urgent need to formulate another principle in teaching vocabulary, namely, the principle of compliance of cognitive models of cognitive activity of trainees with the goals and objectives of teaching the lexical aspect. The implementation of this principle in relation to vocabulary training requires remembering such concepts as" intellectual education"," cognitive style", and" cognitive style".
M. A. Kholodnaya sees intellectual education as "a form of organizing educational activities, in which each child is provided with individualized pedagogical assistance in order to develop their intellectual capabilities." The psychological basis of intellectual education is the enrichment of the mental (mental) experience of the student in the course of mastering a foreign language in general and the lexical side of speech, in particular. This is facilitated by the very nature of the word. Enriching your mental experience involves:
a) formation of the main components of mental experience;
b) the growth of individual originality of the mindset (intelligence).
The vocabulary captured in the structures of the human brain is organized and stored according to certain models. A mental model is some knowledge stored in two types of memory (long-term and short-term).
Cognitive style is " metacognitive abilities responsible for the effects of self-regulation of intellectual activity in acts of cognitive reflection." The problem of intellectualization of the learning process has become increasingly discussed in relation to the subject of "foreign language".
The inclusion of words in speech is provided by a whole set of cognitive strategies. Cognitive strategies are usually considered to be mental processes that are directly aimed at processing information for learning purposes. Strategies are aimed at assimilating, storing, and extracting information from memory. The assimilation of lexical units organized according to different models takes into account the characteristics of each student (individual and individual) in accordance with the chosen strategy. Based on these prerequisites, the teacher seeks to create optimal conditions for the formation of rational intellectual actions in the cognitive sphere.⁴
Lexical structures and formations that are present in the student's memory are difficult to accurately account for. There is a need to substantiate the principle of verification of mental components in the content of vocabulary training. The vocabulary verification procedure is one of the defining ones.
The content of vocabulary training usually includes:
a) lexical minimum;
b) lexical rules;
c) word-forming elements (suffixes, prefixes);
d) typology of lexical units;
e) lexical skills and abilities;
f) subjects of oral speech and texts for reading and listening;
g) taking into account the motives and interests of students in mastering lexical material.
In accordance with the guidelines of the communicative-cognitive approach, their mental correlates can be distinguished in the structure of the content of teaching the lexical side of speech. These include:
a) the internal (mental) lexicon;
b) the student's information thesaurus;
c) a set of intellectual actions with a foreign word;
d) concepts;
e) language automatisms.
The procedure for verifying mental constructions can be carried out on the basis of two technologies:
A) semantic field technology and
b) primitive text technology.
The essence of the first technology consists in a detailed description of the selected semantic field and all its verbal networks. The full description of the field is accepted as an ideal option. Students are given the task of reproducing the lexical units included in the specified field as fully as possible. The more units students reproduce, the more traces of real words are recorded in their semantic memory. A person who speaks a foreign language can use mental constructs at any time, restoring complete and actually existing lexical forms and grammatical constructions of the language. A. A. Leontiev claims that the memory of a person stores not the words themselves, but complexes of orders from them.
The ability to use lexical units in speech can be verified by using a primitive text. The primitive text is a kind of conceptual analog of the utterance. It usually includes 8-10 key lexical units arranged in a logical sequence. The number of lexical units included in a primitive text is determined by the properties of a person's memory.