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

1.3 TRADITIONAL AND NON-TRADITIONAL MEANS OF SEMANTICIZING VOCABULARY
The formed ability to read, speak or understand a foreign language is impossible without strong knowledge and skills in the field of vocabulary, because it is used to receive and transmit information. In this regard, serious attention should be paid to working on vocabulary in English classes. In accordance with the program on foreign languages for secondary specialized educational institutions, a student must master 1,500 lexical units in a course of study. This vocabulary should become the basis for developing the ability to speak and especially read, understand and translate special texts.⁵
Before identifying the means that reveal the meanings of words, we define the concept of semantization. Semantisation is the process of revealing the meaning of a word. This process should be time-saving and efficient to remember. Semantisation can be carried out in various ways, which are usually grouped into two groups: a) untranslated and b) translated semantisation methods.
Untranslated semantics include:
1) demonstration of objects, gestures, actions, paintings, drawings, slides, etc.;
2) disclosure of the meanings of words in a foreign language, for which they can be used:
a) definition - a description of the meaning of a word. Reveals the semantic or conceptual nature of a word, for example:
A cinema is a theatre where films are shown.
b) enumerations, for example:

• 
  Dogs, cats, cows, horses, pigs are animals.
  

c) semanticization using synonyms or antonyms:

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  cold - warm, quick - slow; charger - recharger;
  

d) definition of a word based on contextual guesswork, knowledge of facts, for example:
Columbus discovered America in 1492.
e) determining the meaning of a word based on its internal form. For example, a well-known base and familiar word-forming elements: worker; a complex word consisting of two components: words that are similar in spelling and sound in their native language: club, park, photograph, patriot, etc.
Translational methods of semanticization include:

1. 
   replacing a word (phrase or phrase) with the corresponding equivalent of the native language;
   
2. 
   translation - interpretation in which, in addition to the equivalent in the native language, students are informed about the coincidence (or discrepancy) in the scope of the meaning, for example:
   

big - large (means size, size);
great - big (famous, great);
The listed methods of semanticization have advantages and disadvantages.
Untranslated methods develop a guess, increase practice in the language, create supports for memorization, and strengthen associative connections. However, untranslated methods require more time than translated ones and do not always provide accurate understanding.
Translation is time-saving and versatile, but increases the possibility of cross-language interference.
The choice of semanticization methods depends on a number of factors, in particular: on the qualitative characteristics of the word, on its belonging to the productive or receptive minimum, on the stage of learning and language preparation of the class, as well as on whether students work independently or under the guidance of a teacher.
The teacher's preparation for explaining new vocabulary is as follows:

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  new words are analyzed to determine difficulties (form, meaning, usage);
  
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  the choice of ways to semantize dictionary units is justified;
  
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  make a comment if the textbook does not provide explanations;
  
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  determine the purposefulness and sufficiency of exercises, as well as the sequence of their implementation in the classroom and at home.
  

The stage of familiarization with lexical material determines the strength of its assimilation. In high school, the success of learning largely depends on how students ' independent work is organized, whether they have at their disposal manuals that meet the requirements of modern methods. These requirements include:
1) availability of instructions, exercises, and keys that make the familiarization process manageable;
2) availability of texts, examples and tasks that activate students ' thinking activity by solving feasible communicative tasks and using problem situations;
3) well-thought-out organization of the material that encourages independent language classes.
Semantisation caused great controversy among methodists. Many methodologists and psychologists have spoken out about the inadmissibility of semantization by translation, because, in their opinion,in this case there was no direct direct connection between the word of a foreign language and the corresponding meaning, but a strong connection between the word of a foreign language, the word of the native language and the concept. Translation as a means of revealing the meaning of a word has its drawbacks in comparison with the means of untranslated semantics. In particular, in visual semantics, the word is better remembered, since the image of an object or action leaves a more vivid trace in the student's mind than just a verbal stimulus. Visibility, in addition, enlivens the learning process. The correct attitude to the means of semanticization is possible only if the teacher is well aware of all the weaknesses and strengths of various means of revealing meaning.
Visual means of semanticization (showing objects, images) are valuable because, as already mentioned, they improve the conditions for memorizing words and enliven the learning process. At the same time, these tools have limited capabilities, because the meanings of a huge number of words cannot be visualized. In some cases, a visual representation can lead students ' guesses down the wrong path. For example, an image of the meaning of the words lake or das See can lead to different concepts: students can take the image of a lake as a pond if it is not very large, or as a sea if it has no borders. A very successful means of semanticization is to reveal the meaning of a word by guessing based on context or word formation. The fact is that in the process of semantization, students train in the ability to guess the meaning of unfamiliar words. This skill is necessary because you can't know all the words in the language.⁶
An important role in the conditions of a limited number of hours devoted to learning a foreign language is the fact that these means of revealing meaning require significant time for their implementation and subsequent verification of the correct understanding of the meaning. If you enter several words, it becomes quite a serious factor, since all classes can not consist of explaining words or even exercises with them.
An important and very valuable tool for revealing the meaning of words is the definition. This tool, firstly, most accurately reveals the meaning and, secondly, trains students in understanding speech from the ear. However, the interpretation of meanings is quite complex for the teacher and implies a high level of knowledge, skills and abilities of students.
Translation into the native language is an extremely time-saving means of revealing the meaning of words. However, when using it, it does not create favorable conditions for memorization, translation does not contribute to the development of skills to understand speech by ear.
All means of semanticizing words have their advantages and disadvantages. It follows that there is not and cannot be a universal means of semanticization, and the teacher has to choose these means himself, taking into account the following factors that influence the choice of such a tool. The first and most important factor is the character of the word itself. If the character of the word allows you to use untranslated semantics. However, after applying them, it is necessary to check the correctness of the guess about the meaning of the word. In all other cases, it is advisable to resort to translation. The second factor is the time factor. In the classroom, a whole group of words is entered, not just one or two words. It is quite obvious that during the lesson you need to work on oral speech, reading, and grammar. It is also necessary to conduct exercises with new words. Therefore, if it is advisable to devote a minimum of time to semanticizing words in the classroom, then it is legitimate to use the most economical way - translation.
The third significant factor influencing the choice of a semanticization tool is the preparation of students. As you know, secondary special educational institutions receive students from different schools with very different language skills. Therefore, both strong and weak groups are possible. In groups with poor training, it is impossible to reveal words using interpretation in the language. In this case, the possibilities of using context and word-formation analysis are limited, since they imply that students have a certain level of language proficiency.
Based on the factors mentioned above, the teacher himself should decide specifically on the choice of means of revealing the meaning of a particular word.