Contents: 2 introduction

CHAPTER III. THE MAIN PROBLEMS OF COMPILING A DICTIONARY.
3.1. Selection of lexical units for inclusion.
The main purpose of a foreign language (English) as a subject area of ​​school education is to master the ability of students to communicate in a foreign language.
Vocabulary in the system of language means is an important component of speech activity: listening, speaking, reading and writing. This determines its important place in every foreign language lesson and the formation of lexical skills is constantly in the teacher's field of vision.
To teach the lexical side of foreign speech, productive vocabulary is selected for speaking in monologue and dialogic form in the social, educational, labor and sociocultural spheres of oral communication, as well as receptive vocabulary that provides perception and understanding of texts for reading and listening.
The division of vocabulary into productive and receptive does not at all mean a more significant role for active vocabulary. As mentioned above, productive vocabulary is used in monologue and dialogic speech, therefore, it is of paramount importance for the formation of oral speech skills and abilities.
In the domestic methodology, a lot of experience in teaching vocabulary has been accumulated: from the most general approach to working with a specific word. When teaching the lexical side, in such a type of speech activity as speaking, the path from content to form and use is considered common. Work on the meaning, form and use of a new word proceeds in accordance with the stages of the formation of a lexical skill.
So, at the first stage (tentative and preparatory, according to the terminology of S.F. Shatilov), the meaning of a new word is revealed.
At the next stage, students are trained in the use of the word.
Further improvement in the use of a new word occurs in the process of speaking, in oral-speech communication. For example, during phonetic exercises, with which each lesson begins. Pronunciation is practiced by listening and repeating after the teacher in chorus and individually, children will learn by heart many verses containing a great many LEs.
I believe that memorizing poems, rhymes, songs and counting rhymes not only trains the memory of students, but also opens up great opportunities for increasing the vocabulary of students. But the teacher needs to regularly include learned rhymes in the lesson, to encourage students who use these LEs in the lesson. Assimilation of vocabulary takes place through the development of automatic skills, thanks to daily repeated listening and reproduction of words and turns of speech in the process of communication.
Techniques and exercises for the advanced introduction of vocabulary, early inclusion of new LUs in combination with learned vocabulary, and then into a purposeful and conscious speech action, systematic, planned repetition of the student's active vocabulary, supplemented by regular home reading - all this favors the development of lexical skills, facilitates medium and weak for students to perform pre-text exercises, allows children to better prepare for the use of basic vocabulary in reading and speaking, prevents or reduces the occurrence of typical student errors. Thus, vocabulary is an important component of speech activity, and is divided into productive and receptive. Knowing the vocabulary, you can easily communicate, read and understand foreign texts.
Among the range of issues that make up the content of the methodology of teaching foreign languages, the problem of lexical selection belongs to one of the leading places. A properly compiled educational dictionary is a necessary tool for a teacher, because it focuses him on a strictly limited range of vocabulary to be mastered.
I believe that the essence of lexical selection lies in the fact that from the vast array of words and phraseological phrases of a foreign language, those are selected whose assimilation is primarily necessary to achieve the goals of learning. In a mass secondary school, with the existing grid of hours, it is possible to study about 1500 vocabulary units. Under these conditions, the selection of vocabulary is a complex scientific problem and requires the development of effective selection techniques.
Turning to the vocabulary of the language in order to select a learning vocabulary, methodologists are faced with the functional heterogeneity of lexical material, which is explained by some features of speech communication. In the course of speech communication, which is a single process, two interrelated, but different in nature, aspects of speech activity appear: understanding someone else's speech and expressing one's own thoughts.
Both phonetics and grammar can establish systemic connections and relationships, and the question of the systemic nature of vocabulary is debatable. Lexical units enter into connections and relationships with other units in different ways. The lexical material is huge and varied. It is very difficult to organize it. There is no such person who would use all the words of the language. In addition, the language is constantly replenished with new words due to ambiguity, borrowings.
Each person knows a large number of words that he understands, but usually does not use in his own speech. These words make up his passive vocabulary. He uses a more limited number of words to express his thoughts, these words are included in his active vocabulary.
Passive words pop up in our memory when we hear or read them. We agree on the meaning of some of them with a greater or lesser degree of precision.
We are fluent in the words of active and passive composition, they are always (at hand) and can be mobilized at any time for communicative purposes.
The volume and composition of the active and passive vocabulary in the native language depends on the educational and cultural level of the person, which determines the content and form of everyday speech practice.
The boundaries between active and passive vocabulary in the native language are very flexible. If necessary, we relatively easily and quickly begin to independently use in speech words and expressions that we previously only understood. This is due to the presence of developed positive and negative speech experience, i.e. feelings of how they speak and how they do not speak their native language. Under the conditions of mastering a foreign language by schoolchildren, the relationship between their active and passive vocabulary acquires a modern character. Firstly, the volume of the student's vocabulary is significantly limited compared to the native language, and therefore only the most commonly used vocabulary will be included even in the passive minimum. Secondly, the boundaries between active and passive vocabulary in this case are not nearly as fluid as they are in the native language.
It is already known that in a foreign language a spontaneous transition occurs only from an active vocabulary to a passive one, while the opposite does not happen by itself, as in a native language. The connection between the active and passive parts of the dictionary lies in the fact that the active dictionary is the core of students' vocabulary: active stock units are intended both for use in their speech (speaking) and for understanding speech by ear and when reading. The passive reserve complements this core, adapts to it, and for understanding speech by ear and when reading. The passive reserve complements this core, adjusts over it. It is for understanding only. This relationship can also be represented in such a way that the entire vocabulary is subject to receptive. A differentiated approach to the selection of vocabulary, arising from the presence and characteristics of an active and passive vocabulary,
To date, the problem of selecting a lexical minimum is controversial. There are different points of view on this matter, the principles of selection of the lexical minimum are being developed. The development of such problems was carried out by I.V. Rakhmanov, I.I. Bogdanova, V.A. Bukhbandur. Further development of the problem led to the identification of basic and additional principles for the selection of vocabulary. The study of the literature on this issue made it possible to identify the following principles for the selection of an active dictionary: topics, descriptions of concepts, exclusion of synonyms, compatibility, word-formation value, polysemy. The frequency indicator was also taken into account, both in static dictionaries and in stable textbooks and literature for extracurricular reading. At the same time, a strict condition is not set for the mandatory compliance of each word with all the principles of selection,
To compile a school dictionary as a whole, three basic principles are applied: semantic, compatibility and stylistic unlimitedness, which all selected words must meet. But since there are too many words selected in this way, four additional principles are involved: the principle of polysemy, derivational value, combat ability and particularity, which provide a further rational limitation of the minimum.
The semantic principle lies in the fact that at a minimum, words are selected that, corresponding to a specially developed topic, reflect the most important concepts encountered by students when reading literature and conducting a conversation in a foreign language.
According to the principle of compatibility, for a minimum, words are selected that can give the greatest number of combinations with other words.
The principle of compatibility is especially important when teaching the active aspect of oral speech, and this is understandable: the more useful combinations can be obtained from the selected words, the wider the lexical base for students' speech activity becomes.
According to the principle of stylistic unlimitedness, for a minimum, words are selected that are accepted both in book-written and colloquial styles of the modern literary language.
All of the above allows us to come to the following conclusions: The essence of the selection of vocabulary is that from a huge variety of words and phraseological phrases of a foreign language, only those are selected whose assimilation is primarily necessary to achieve the learning goals. The lexical material is large and varied, for communication in a foreign language, knowledge of certain lexical material is required, but it is impossible to know everything, therefore, for the selection of vocabulary, it is important to know various principles, both for active and for passive selection.