Contents: 2 introduction

CONCLUSION FOR CHAPTER I.
Dictionaries play a very important role in linguistics and lexicography and in any sphere of activity connected to a language, because they are concerned with words. Dictionaries have become essential in the period of the Middle Ages and they stay essential for us nowadays. The people`s need in a dictionary is obvious. Whoever we are, simply common readers or tourists, scientists or linguistic students, we all need a good dictionary to guide us in the world of words because words of our own language as well as of a foreign one, are the significant part of our life. lexicography linguistic dictionary translation
Dictionaries give us necessary information about words and each type of a dictionary is important in its own way as each of them represent one definite aspect of a word: its history, pronunciation, common usage, the notion it expresses or even its idiomatic sense. Some of its types were developed in the Middle Ages, some at the Renaissance period, and some have appeared in modern times, but without any single one of the types of a dictionary the language will become poorer and lose part of its diversity.
Nowadays there is a great increase in the English vocabulary, related to the widening of the word stock and constant adding new words to it, and it is quite possible that this process will continue and there will be more new types of dictionaries because the world is constantly changing and become more and more global, and different nations are communicating with each other more through the Internet, enriching languages with a lot of foreign words and expressions.
CHAPTER II. METHODOLOGICAL APPROACHES TO TEACHING VOCABULARY.
2.1. Basic strategies for teaching vocabulary.
The word is a tool for understanding the world. That is why special care should be taken in the organization of vocabulary work in the lesson of the English language and literature.
By and large, the entire language lesson is work with the word. Through the word, students learn and understand the laws of the language, are convinced of its accuracy, beauty, expressiveness, richness and ... complexity.
That is why the structural component of the lesson is important, which is subordinated to one goal - acquaintance with the word and awareness of all its components.
Combining the vocabulary-semantic and vocabulary-spelling directions in vocabulary work related to the enrichment of the vocabulary and the formation of spelling skills, we consider the word in the lesson simultaneously in four aspects: orthoepic, lexical-semantic, spelling and syntactic.
It is better to learn the semantics and spelling of an unfamiliar word with an etymological reference, which, as a rule, the teacher gives because students do not have the necessary reference material (etymological dictionary). This technique - etymological reference - forms the interest of children in the word, in the language, in its history.
The first acquaintance with the word provides an understanding of its meaning and memorization of its spelling. However, this memory is short-lived. Therefore, another step towards mastering the word will be subsequent lessons, in which such types of exercises are possible.
Orthoepic dictation (correct pronunciation of the words written on the board).
Dictation "Guess the word!" (the teacher gives an interpretation - the children write down the word itself).
Lexical dictation (students must give an interpretation of the dictated words).
These exciting tasks not only enrich the vocabulary of students, they cause a desire to learn as many words as possible for their free use and form students' exactingness, criticality towards themselves and their own speech.
The task “Explain the difference” (working with pairs of words similar in sound, but different in meaning: put on - put on, economical - economical, etc.; it helps to prevent errors in the use of these words caused by ignorance of their exact meaning).
This is how the assimilation of the lexical-semantic level of the word proceeds.
Visual dictations. They are especially useful when working with unchecked spellings, because vision comes to the aid of students' hearing and their knowledge of grammar as a serious factor, which helps to memorize the necessary spelling and develop spelling skills.
Working with a spelling dictionary also relies on visual memory. A school spelling dictionary is a necessary tool for working in every lesson. Good knowledge of the alphabet, speed of reaction, skill, curiosity - help in this work. In addition to spelling, we also need explanatory and orthoepic dictionaries. The difficulty lies in the impossibility of having a complete set of dictionaries for the entire class.
K.D. Ushinsky wrote that "a child who is not accustomed to delve into the meaning of a word, understands or does not understand its real meaning at all, will always suffer from this fundamental defect when studying any other subject."
That is why so much attention is paid to the formation of the need for the use of reference literature. Working with the word, which is closely connected with the dictionary, contributes to the improvement of not only the linguistic, but also the general culture of students.
By including the new word in the context, i.e. having composed a phrase or sentence, the student does not complete the mastery of the word. The selection of synonyms, antonyms, the choice of a more accurate word for expressing one's thoughts, corresponding to the style of the statement, creative tasks - this is also work with a dictionary.
Lexical analysis of a word (as a rule, such a task has to be given at home) is also one of the methods of working with a dictionary. But even here there are difficulties associated precisely with the lack of explanatory dictionaries.
In addition to vocabulary words, we carefully consider spellings that are checked in the lessons. Working with them includes vocabulary dictations from words with one specific spelling, with different spellings, with spelling blocks, spelling analysis and training exercises that increase the overall literacy of students, work on mistakes and creative tasks.
Vocabulary as an important part of the lesson contributes to the development of students' speech, enriching their vocabulary.
But due to the fact that everything in the language is connected with the word and manifests itself in the word, the solution of this problem is combined with the study of all sections of the science of language, with teaching spelling and developing coherent speech skills, i.e. vocabulary work is carried out at each lesson, being an important element of its structure. Practical vocabulary work at different stages of the lesson is given at least 5-7 minutes.
Vocabulary work itself, limited by time, requires access to an extracurricular level and can be continued as an elective when studying the culture of speech or the history of the language.
It is only important to remember that carefully planned and well-organized vocabulary work helps to enrich the vocabulary of students, develop their spelling literacy, develop their speech and, in general, contributes to the improvement of language culture, the formation of attention, respect and love for the native language in the child.
The word is the most important unit of language, the bearer of meanings. Words and their combinations denote specific objects and abstract concepts, while words express emotions. The richer a person's vocabulary, the wider his options for choosing a more accurate and expressive formulation of thought.
The modern English language has a huge vocabulary. In the "Dictionary of the English language" S.I. Ozhegov contains 57 thousand words; in the seventeenth "Dictionary of the modern Russian literary language" - about 130 thousand words. This is common vocabulary; these dictionaries included hundreds of thousands of professional words and scientific terms, names of geographical objects, historical facts, many hundreds of thousands of names, surnames, nicknames, nicknames.
We must not forget that most of the words have ambiguity. For example, in the "Dictionary of the English language" S.I. Ozhegov, five basic meanings of the word "hand" are indicated and 62 phraseological units are given in which this word is used in phraseologically coherent meanings.
The methodology for the development of speech at the lexical level provides for four main lines:
Vocabulary enrichment, i.e. the assimilation of new words previously unknown to students, as well as new meanings of those words that were already in the vocabulary. This is achieved by adding 4-6 new vocabulary items to the child's vocabulary every day.
Vocabulary refinement is a vocabulary and stylistic work, the development of the flexibility of the dictionary, its accuracy and expressiveness, which includes:
filling the content of those words that are learned is not quite accurate, which is ensured by their inclusion in the context, comparison and comparison with other words;
mastering the lexical compatibility of words, including in phraseological units;
mastering the allegorical meanings of the word, the polysemy of words;
the assimilation of lexical synonymy and those shades of semantic meanings of words that are characteristic of individual synonyms in a synonymic group.
Activation of the dictionary, i.e. transferring as many words as possible from the passive dictionary to the active dictionary. Words are included in sentences and phrases, are introduced into a retelling of what has been read, into a conversation, into a story, presentation and composition.
Elimination of non-literary words, their transfer from the active dictionary to the passive one. This refers to the words dialect, vernacular, slang, which children learned under the influence of the speech environment.
All these areas of work on the dictionary are constantly interacting. The main sources of enrichment and improvement of the dictionary are works of fiction, texts of educational books, teacher's speech. All these are pedagogically controlled and organized sources of language enrichment. But the speech of students is also influenced by incorrect sources (the speech of parents, friends, etc.).
All directions of dictionary work are possible only on a practical basis, mainly based on the text, without theoretical information and even, as a rule, without terms. Dictionaries can be a very useful tool for vocabulary work.
Dictionary enrichment. The best interpreter of the meaning of a word is the context. It is no coincidence that explanatory dictionaries contain quotations-illustrations, in which both the main and additional meanings of words, their compatibility are highlighted.
In explaining the meanings of words, it is necessary to be guided by the general didactic task of increasing the degree of independence and cognitive activity of the students themselves. There are always at least a few people in the class who correctly understand all the words and turns of speech. Therefore, it is necessary to ensure that the students themselves are able to explain the meaning of the word, which ensures their mental development, fosters independence.
In the methodology of the English language, there are many methods of working on the meanings of a new word. The use of all techniques provides a variety of work, and also allows you to enter a new word in the most rational way for this particular word. Consider the main ones, arranged according to the degree of their developing potential:
Word-formation analysis, on the basis of which the meaning (or shade of meaning) of the word is clarified. The question is usually asked: "What word is this word derived from?" or: “Why did the fellow villagers call the boletus, lollipop like that?” This way of explaining words makes it possible to link vocabulary work with spelling, as it reveals the roots of words and helps to check unstressed vowels, voiced, voiceless and unpronounceable consonants.
Comparison of words in order to clarify differences, to distinguish between the meanings of paronyms: strawberry and countrywoman, silver and silver.
Explanation of meaning through context. Reading the passage "highlights" the meaning of the words; schoolchildren are easier to understand not only their direct meaning, but also the appropriateness of use, and compatibility, and expressiveness.
The inclusion of a new word in the context compiled by the children themselves is a variant of the previous task. This is a method of activating students, but in difficult cases, inclusion in the context can be done by the teacher.
Finding out the meaning of a new word, according to reference materials, i.e. through dictionaries and footnotes in a reading book. In some cases, you can use explanatory dictionaries.
Showing an object, picture, model, stuffed animal or action as a means of developing the cognitive activity of students depends on the degree of independence of the students involved in the explanation: if the picture explaining the meaning of the word was chosen by the children themselves or drawn, then their cognitive activity is quite high.
The method of selecting synonyms is one of the most universal and frequently used techniques: grooming - caring, surrounded by care, called - named himself, knight - warrior. But when using this technique, a mistake often occurs: when analyzing the meaning of the words (good and beautiful), in both cases the children replace them with a neutral one (beautiful), completely erasing the expressiveness of the language. Such a replacement does not enrich, but impoverishes the speech of students, because. leads them away from emotionally colored, expressive words that have shades of meaning, to words that are stylistically neutral, devoid of shades and colors.
Reception of the selection of an antonymous pair: start - finish, good - bad.
A detailed description, consisting of a group of words or several sentences, as a technique for clarifying the meanings of words, is valuable in that it allows you to keep the conversation at ease.
The method of logical definition often helps to reveal the meaning of a word by summing it up under the nearest genus and highlighting specific features: a cruiser is a warship.
Textbooks on the English language in the national school contain vocabulary lists for grades V-IX. They determine the content of vocabulary and semantic work at each stage of learning.
The vocabulary lists include lexical material taken from program works on literature, as well as from current history, English language and literature textbooks for grades V-IX.
When selecting words, the authors-compilers took into account the following criteria:
the practical significance of the word, i.e. the role of the word in the cognitive and speech activity of students in the process of mastering the historical and literary course;
the frequency of the use of the word, i.e., its relatively regular use in the speech practice of schoolchildren in connection with the study of program material;
semantic accessibility of the word - a criterion that requires taking into account the ability of students to comprehend the essence of the phenomenon that is denoted by the word;
qualitative usefulness of the word from the side of semantic, emotionally expressive, stylistic, grammatical and spelling.
Vocabulary lists for grades V-IX are dominated by words united by the theme “Man, his character, actions, attitude to the environment”, i.e. words that students need to assess the beliefs, character and behavior of a person, as well as words from the socio-political and a journalistic dictionary, used to name the phenomena of social and political life and evaluate them. In this case, according to M. A. Rybnikova, the socio-political development of the student will keep pace with his language development.
A large group consists of words that characterize the phenomena of life in the pre-revolutionary period, in particular the era of serfdom. As you know, the works of N. V. Gogol, T. G. Shevchenko, N. A. Nekrasov and other writers of the 19th century require a certain preliminary preparation, since the way of life described in them has long since passed into the past and is incomprehensible to the schoolchild of our days.
M. A. Rybnikova noted the importance of working on replenishing the dictionary of characteristics: “... the teacher systematically teaches his class to talk about human psychology, about the motives of his actions, teaches him to clearly and definitely distinguish and name “different aspects of character and behavior” .
The words included in the vocabulary lists by year of study are grouped by class as follows:
Alphabetical dictionary.
A dictionary of synonyms, the purpose of which is, firstly, to give the teacher the lexical material necessary in organizing work to expand the stock of synonyms in students' speech; secondly, to reveal the meaning of most of the words placed in the manual.
Dictionary of antonyms.
A thematic dictionary (conditional name), which includes words from program works in literature and words used in the process of analyzing these works.
Didactic material for the course of syntax and punctuation (grades VIII-IX), consisting of sentences containing vocabulary from the vocabulary list.
The section "From the history of words", which is excerpts from dictionaries and books for students, which tells about the meaning, history, use of some of the words included in the manual.
The alphabetical list of words offered in the dictionary is intended for carrying out dictionary and semantic work aimed at studying the meaning of a word and its use in speech.
The composition of this dictionary differs significantly from the alphabetic dictionary given in Tekuchev A.V.
In the named manual, a selection of words was made for vocabulary and spelling work at school, therefore words with spelling difficult spellings (about 4 thousand words) are included in the dictionary. The list of A. V. Tekuchev contains a small group of words with difficult semantics such as avant-garde, antagonism, selfless, dictatorship, etc., which students need to master the educational material and organize their own statements. The volume of such words is limited by the tasks of conducting vocabulary and spelling work. According to A. V. Tekuchev, “from the group (nest) of related words, only the main or closest derivative word in its initial form was included in the dictionary,” since a student who has mastered the spelling of a word included in the dictionary “can write correctly still a huge the number of derived words, as well as their forms. Words,
The list of words proposed in the manual Lyubov Kuzminichna Skorokhod is intended for vocabulary and semantic work at school, distributed by class, and it includes not only basic words with semantics for students unfamiliar and unfamiliar, but also many derivative words that differ in meaning (cf. anarchy - anarchism, majestic - majestic, exact - exacting, false - deceitful, rebellion: - rebellious, etc.), in the use of which students make numerous mistakes (and often even bypass them in their statements), because they do not know the exact meaning of such words .
Groups of cognate words included in the vocabulary minimum are dispersed among "class" dictionaries, which creates favorable conditions for studying the meaning and using entire nests of related words in speech.
Classroom alphabetic dictionaries will help organize orthoepic work with the word. They contain information about the correct pronunciation and stress of words, in some cases, information is included on the formation of certain grammatical forms that cause difficulties for students.
The meanings of words, as a rule, are not explained, since the main task of the manual is to organize work with dictionaries. However, in rare cases, a brief explanation of the meaning of a word is given, when without it it is impossible to provide information about its pronunciation, stress or formation of forms.
In the alphabetical dictionary, the head word is in bold with an accent. Pronunciation notes are given in square brackets, for example: