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

CHAPTER II. METHODOLOGY FOR EXPANDING THE VOCABULARY OF 8TH GRADE STUDENTS
2.1 TECHNIQUES FOR IMPROVING THE VOCABULARY OF 8TH GRADE STUDENTS
In our research, we propose a methodology for developing skills to expand the active vocabulary of students based on a variety of supports. First of all, we analyzed the existing home reading manuals in terms of their capabilities in expanding the active vocabulary and came to the conclusion that, despite a fairly thorough approach to the topic of the active vocabulary, none of the authors in the description of the purpose of the manual does not designate as one of the main tasks the expansion of the active vocabulary based on texts on home reading. Their primary tasks were to achieve a deep understanding of the work, to teach them to think critically and to approach the literary work in a meaningful way.
In the system of exercises designed to introduce new lexical units into the active vocabulary, we find some shortcomings. First of all, this is the lack of examples of the use of vocabulary. This could help you remember them in context. Tasks to expand the dictionary using units from semantic fields and synonymous words are rare or completely absent. From this we can conclude that expanding the dictionary is considered by the compilers of manuals as a secondary task. All this allowed us to develop a technology to expand the vocabulary of students
Depending on how interesting this type of work will be planned by the teacher, the student's desire to enrich their active vocabulary and the desire to speak English will depend. The volume of vocabulary of students, the coefficient of its effectiveness in mastering the material is directly proportional to the creative impact of the teacher in preparing and planning the lesson.
As the number of words increases, the teacher may not always use the game technique during lessons. In elementary school, when the lexical volume is still not so large, and the game moment of presenting the material prevails, learning new words does not usually cause serious difficulties for students.
Starting in grades IV and V, many teachers stop using the game and replace it with more intensive training exercises and assessment tests.⁷
Due to the fact that the amount of active vocabulary required for memorization is significantly increasing, we often see a sharp decline in students ' academic performance in this type of work. Between the introduction of vocabulary and the test work, several preparatory stages should be carried out, and special attention should be paid to psychological aspects in the educational process during this period.
Lexical units are introduced by explaining their meaning with words already familiar to children in the foreign language. The translation is given only if the word is not clear. For example : an architect - a person who designs buildings; a sound - something that you pronounce with your voice; to lead - to show the way.
When explaining a new word and its meaning, the teacher writes it down on the blackboard. Students copy them into special notebooks - "dictionaries" in order to learn both the entered word and what it means
When fixing new lexical units, along with tasks, it is advisable to conduct a series of exercises that allow you to quickly and easily learn new words and actively use them in oral speech.
1. The teacher prepares flashcards that contain a significant number of words that are familiar and unfamiliar to children, including those that have just been learned. The student must choose from all the words the lexical units entered in the previous lesson. It is easily carried out in the form of a game: several students receive cards and write down the words they found on the blackboard. The winner is the one who selects all the new words from their card faster.
2. Scrables. This exercise helps you remember the spelling of the lexical units you are studying.
Make up words out of the letter:
1) chtaritce = architect
2) donsu = sound
3) dale = lead. Etc.
3. Guess! Pronounce the definition of the word being studied that is already known to children. Students name the word itself.
It is advisable to organize this work within the framework of various game models:

• 
  the student acts as a teacher, pronouncing definitions and asking his companions;
  
• 
  the group is divided into two teams, taking turns pronouncing definitions, the other team calls the word;
  
• 
  the teacher prepares a cube, on the edges of which new words are pasted. Students take turns rolling a die and pronouncing the meaning of the word that falls to them.
  

The next stage in the process of memorizing words, which is also carried out in the form of a game, is spelling practice. The group is divided into two teams. Words are dictated, and students take turns writing them on the blackboard. The work that is performed by the team stimulates the child's memory, since the student in this case is responsible not only for himself, but also for his companions. There is no fear of getting a " two " in the magazine.
The very process of mastering lexical units in practice turns out to be quite laborious, primarily due to the" dimensionless " nature of this aspect of the language. The inability to recall vocabulary that has already been learned in time is also an indefinable obstacle to successful foreign language communication for foreign language learners. This situation is partly explained by the use of irrational methods of mastering new vocabulary and the traditional choice of arbitrary memorization as the leading type of memorization in educational activities, since it is determined by a system of conscious goals and motives. In this regard, the work on mastering new vocabulary often takes on a mechanical character of memorization, which does not contribute to either expanding the vocabulary or revealing the creative potential of students.
Many years of pedagogical experience in teaching students a foreign language makes it clear that enriching the vocabulary of students is a constant concern of the teacher in the system of measures aimed at developing foreign language communicative competence as the goal of teaching a foreign language.
One of the most important ways to supplement the vocabulary of a language is deonymization (appeal), i.e. the transition of an onym (proper name) to an appellative (common name) without affixation. A.V. Superanskaya notes that the transition to common names is potentially characteristic of all well-known names. The language constantly exchanges between proper and common names, which significantly contributes to the enrichment of the vocabulary of the language: Ampere-ampere, Boycott-Boycott, Kashmir-cashmere (fabric), Labrador-Labrador peninsula (stone), Newfoundland - Newfoundland Peninsula (dog breed). The following types of such traffic are marked:

1. 
   Name of the person - person: Hercules in the meaning of "strong man",
   
2. 
   Name of the person-thing: macintosh in the meaning of "raincoat",
   
3. 
   Place name-thing: Bordeaux in the meaning of "wine",
   
4. 
   Name of the person-action: boycott in the meaning of "termination of relations",
   
5. 
   Name of the locality-action6 Panama in the meaning of "deception",
   
6. 
   Person's name - unit of measurement: ampere, coulomb, angstrom,
   
7. 
   Name of the locality-place: Kamchatka in the meaning of "remote place",
   
8. 
   Person-place: penates in the meaning of "native home".
   

When a proper name becomes a common name, "it is filled with a new meaning, which now correlates with the typical activity of the named person, with typical products, with any characteristic conditions of the area, etc.
The English language is rich in examples of neoplasms from proper names:

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  abigail - maid, maidservant (on behalf of Abigail)
  
• 
  albert-a kind of watch chain (from the prince's name: Prince Albert)
  
• 
  andrew-servant, valet (from Andrew)
  
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  Charley-night watchman; goatee with a wedge (in the manner of King Charles I)
  
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  Harlotte - Charlotte, apple pie
  
• 
  Chinook-warm wet wind in the states of Oregon and Washington (after the name of the Indians).
  
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  Maxim-heavy machine gun of the Maxim system (invented in 1885)
  
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  Cardigan - a cardigan, a button-down jumper (from the title of the Earl of Cardigan). [4]
  

To form lexical skills, first of all, you need to know what they are, on the basis of what mechanisms they function. To use any lexical unit, you must:

1. 
   remember it, call it up in memory according to the task, plan, and what happens subconsciously;
   
2. 
   instantly combine this lexical unit with the previous or subsequent one, and this combination should not only be linguistically correct, but also adequate to the speech task in this situation.
   

These operations are accompanied by the operation of the situational tracking mechanism: if the automatically called word does not fit the situation, then a conscious choice of lexical units or a conscious selection of combinations is already included.
Knowledge of these two operations is not sufficient to organize work on the formation of lexical skills. Various data allow you to identify the following components in a lexical skill.
a) Auditory and speech traces from the word itself in their correlation: thanks to the latter, auditory control over the correctness of the word is carried out.
b) Correlation of auditory and speech-motor traces of the word with the visual image of the object (directly or indirectly). When they say "Lock the door with the key", they do not mean the door or the key at all, but the door that should be locked. Views can be individual (a familiar person, a room we know) or general (a person in general, a room in general). Concepts are characteristic mainly for the case when thinking performs a cognitive function, and not a communicative one.
c) Associative connections of the word with a circle of other words, which is physiologically explained by the categorical behavior of the word, the attunement of auditory and speech-motor traces of one word to traces of other words. In the speech product, this is expressed in stable and free phrases.⁸
d) Connections of the word that make up its semantic structure. Each word has a lot of these connections, as they reflect: the function of the object indicated by this word, the properties of the object, its connections with other objects, etc.
E. I. Solovtsova experimentally established that "the level of activity of the word depends both on the richness of connections and on the ability to excite the side of the connection that is caused by this situation", that "in the absence of proper situational sharpness, the challenge of the word will not take place".
The situativeness of a word is not based on certain isolated connections that differ from those that ensure the formal correctness of the word and its semantic correctness. The form, meaning and purpose of the word are presented at the physiological level as a "single multifunctional system".
In this triad, the leading link is the" purpose " of the word, because the word carries the main communicative load and therefore in speaking it expresses the speaker's attitude, his emotional state, it is always used to solve some speech problem.
Given the structure of a lexical skill described above, it is easy to determine what shortcomings are inherent in the traditional procedure of working on its formation.
First, new lexical units are "imposed" on students. Students come to a foreign language lesson after other lessons, and their brain works in a different mode that does not correspond to the perception of words. The presented words are not meaningful for them either in semantic or emotional terms, because they are not needed now, at this moment, in order to say something.
Secondly, students are passive. They remember, of course, but remembering is an end in itself, because it is arbitrary. This is based on a strategy: remember it first, then use it.
Third, semanticizing 10-15 words often takes 20-25 minutes of a lesson. These minutes make up almost 1/10 of the total academic time.
Fourth, semanticization is only a message of meanings, but the main thing in word usage is not the meaning of the word itself, but its connections. Knowledge of the meaning is only knowledge of the word, possession of the word requires assimilation of its purpose, its function.⁹
It is known that the traditional strategy leads at best to knowledge of words, i.e. to the ability of the student to name an isolated foreign word as an equivalent to the word of their native language, and not to proficiency. This happens because the connections formed when memorizing the form and meaning without their purpose, i.e. in conditions that are inadequate to the functioning of the word, are qualitatively heterogeneous to the word connections that occur in speaking.
On the one hand, students do not have a well-developed activity and independence of expression on the problems that have affected them, they do not have the ability to deeply and comprehensively assess political and moral problems, the motives of their peers ' behavior, the ability to compare their views and behavior with the thoughts and actions of the heroes of literary works, films, etc.
On the other hand, when teachers manage to organize such conversations, there is an acute lack of lexical material for students to express their thoughts: 10-15 words, which are usually given, do not allow even an elementary statement on the problem.
To get rid of these shortcomings and meet the necessary conditions, it should be noted that the process of mastering a word is a single, integral process in which students, being prepared in content and emotional terms and already having the need to express their thoughts, independently use the words provided at their disposal from the very first remarks. The acquisition of meaning is carried out through a function; the disclosure of the meanings of words is only a component accompanying the process of assimilation, as if dissolving in this process. It is necessary: first, to create a need for new words in students, and secondly, to give them these words in a convenient form for use.
If, before the process of mastering new words, students are shown a special problem film-an episode lasting 3-5 minutes that would excite them, and then provide them with the words necessary to express their attitude to what they perceived, then the required synchronization of rhythms in the brain would be observed, which will ensure memorization of words.
Presenting an "extralinguistic object" before the process of forming lexical skills also ensures that the student is internally ready to meet new words. Thus, watching a special film before the process of mastering lexical units is aimed at creating a meaningful basis for the process of forming lexical skills, or more broadly, a motivational basis for mastering words.
This problem can also be solved with the help of functional-semantic tables. These tables are presented to students after watching the movie episode. They are designed in such a way that the student easily finds the word he needs. Tables usually have five or six functional-semantic groups, each of which contains 5-8 words. Thus, students receive a total of 30-60 words. This amount is minimally sufficient to express your attitude to the problem.
When the need for speaking is aroused (a film is shown), the student's native language words are updated. Therefore, it is necessary that they can move from their native word to mastering the function of lexical units of a foreign language without any difficulties.