Different approaches to recognition of lexical (vocabulary) complexity

Different approaches to recognition of lexical (vocabulary) complexity.

CONTENTS

INTRODUCTION 2
CHAPTER 1. THEORETICAL FOUNDATIONS FOR THE STUDY OF VOCABULARY AND PHRASEOLOGY 4
1.1 The content of the work on the study of vocabulary and phraseology 4
1.2 Methods for learning new words 7
1.3 Types of vocabulary and phraseology exercises 9
CHAPTER II. NON-STANDARD FORMS OF THE LESSON AT THE MIDDLE STAGE OF EDUCATION. 20
2.1 Features of teaching vocabulary 20
2.2. General characteristics of non-standard forms of organization of activities in the lesson 23
2.3. Classification of non-standard form of lessons for teaching vocabulary 27
CONCLUSION 34
LIST OF SOURCES USED 35

INTRODUCTION
Over the centuries, the school has accumulated quite a lot of experience in teaching children. Many teachers have studied the forms of education (I.M. Cheredov, V.K. Dyachenko, Slastyonin, etc.), thus, there are different points of view on the concept, the effectiveness of the application of various forms of the learning process. There is still no consensus on this issue. Searches are being made for new forms of education and traditional ones are being analyzed in order to create a high level of education for students.
Student-centered pedagogy brings to the fore non-traditional approaches to the organization of the learning process in a modern school. vocabulary phraseology dictionary trail
The content of education is a system of knowledge, skills, traits of creative activity, worldview and behavioral qualities of the individual, which are conditioned by the requirements of society and to achieve which the efforts of teachers and students should be directed. If, under the traditional interpretation, the goals and content of education are actually the same (the main goal of education is the assimilation of the basics of science, the content of education is these foundations themselves, presented in the sign form of educational information), then in the new one they diverge.
The actual goal is the creation of a person's personal potential, the education of his abilities for adequate activity in the upcoming subject and social situations, and the content is everything that ensures the achievement of this goal. The success of achieving the goal depends not only on what is assimilated (learning content), but also on how it is assimilated: individually or collectively, in authoritarian or humanistic conditions, based on attention, perception, memory or on the entire personal potential of a person, with using reproductive or active forms. The object of research in the work is the learning process, and the subject is non-standard forms of its organization.
In this regard, the purpose of the work is to determine the degree of influence of non-standard forms of education on the formation of lexical skills.
We can put forward the following hypothesis, if the teacher correctly uses non-standard forms of organizing the learning process, then this process should become interesting, useful, students will be active, able to independently solve the tasks assigned to them, and the level of schoolchildren's education will increase.
Therefore, the tasks of the work are as follows:
- to study the pedagogical literature on this problem;
- to study the features of teaching vocabulary;
- to identify the general characteristics of non-standard forms of organization of activities in the lesson;
- get acquainted with the classifications of lessons of non-standard form for teaching vocabulary;
- to study the influence of non-standard forms of lessons on the formation of lexical skills;
- get acquainted with the methodological aspects of using the game in teaching vocabulary.
When performing the work, the following methods were used:
1) study and scientific and theoretical analysis of literature on the topic under study;
2) analysis of the teacher's work;
3) synthesis and generalization, contributing to the summing up of intermediate and general results.
The practical significance of this work lies in the possibility of using the research materials in the school practice of teaching the Russian language, as well as during the students' teaching practice at school.
CHAPTER 1. THEORETICAL FOUNDATIONS FOR THE STUDY OF VOCABULARY AND PHRASEOLOGY
1.1 The content of the work on the study of vocabulary and phraseology
The methodological basis for studying vocabulary and enriching the vocabulary of students is the doctrine of the essence of language, the position on the unity of language and consciousness, the role of activity in the formation of personality, the linguistic concept of the systemic nature of vocabulary, the methodological theory of patterns of speech acquisition and the principles of teaching the Russian language.
The linguistic basis for the study of vocabulary and phraseology are the provisions of lexicology and semantics. The word as the basic unit of the language performs a number of functions, the main of which is nominative. Methodists generally recognize the fact that vocabulary is assimilated the more successfully, the more successfully mastering its systemic connections. The systemic nature of vocabulary is of great importance for the method of enriching the speech of students, expanding their vocabulary, since it allows building work on the basis of assimilation by children of the connections that objectively exist in the language. This is the essence of the system-functional approach to the study of vocabulary, which is currently widely used by methodologists.
The systematic nature of vocabulary is manifested primarily in the grouping of words. Words as vocabulary units interact in the language, entering into various relationships with each other: paradigmatic, syntagmatic, associative. Synonymic series, antonymic pair, lexico-semantic group, semantic field can be named as examples of lexical paradigms. Some scholars also include word-formation paradigms here, with which we can agree, since this is important for the methodology.
In theoretical linguistics, thematic groups, lexico-semantic groups, and semantic fields are taken as units of lexical consistency. The approach to the essence of the first two concepts - the thematic group and the lexico-semantic group of words - is now quite clearly defined. Thus, Professor D.N. Shmelev believes that thematic groups are distinguished on the basis of the commonality of objects and phenomena of reality (extralinguistic criterion), while the criterion for distinguishing a lexico-semantic group is the commonality of semantic meanings (linguistic criterion), moreover if thematic groups include words of different parts of speech, then lexico-semantic groups include only words of one part of speech.
The concept of a semantic field does not have an unambiguous interpretation. Thus, Professor L. A. Novikov defines the semantic field as “a set of linguistic units united by a common (invariant) meaning”, meaning that words of various parts of speech can be included here. Within the semantic field, words can enter into all types of semantic relations, such as relations of polysemy, homonymy, synonymy, antonymy, word-formation and generic (logical) relations, which are collectively called paradigmatic, as well as lexical compatibility of words (syntagmatic relations ) [5].
The lexico-semantic group is a relatively closed series of lexical units of the same part of speech, united by a common scheme. Word-building connections within the word-building nest of related words are firmly fixed in the mind of the child. It is no coincidence that the importance of word-formation work for enriching the vocabulary of students is so great that it is unanimously recognized by methodologists.
So, the methodology for studying vocabulary and enriching the vocabulary of students is based on a system-functional approach that allows us to represent vocabulary in the form of an ordered system of functioning units. This approach consists in identifying and taking into account the links between lexical units both in the process of selecting a vocabulary minimum and in the process of teaching vocabulary in Russian language lessons.
The psychological basis on which the study of vocabulary at school is based is the generally accepted position in psychology that mental formations arise in the course of mastering the surrounding reality by an individual at a sensory and intellectual level. The result of the intellectual reflection of reality are concepts and judgments that are expressed in linguistic form. These basic provisions of psychology make it possible to specifically consider the question of the formation of concepts in schoolchildren in the process of studying vocabulary and phraseology. To master a concept means, firstly, to assimilate the connection between essential features and, secondly, to assimilate the connections between concepts (to assimilate a system of concepts). In teaching, much attention should be paid to semantic groupings of concepts independently carried out by students, the convergence of some and the delimitation of others. The content of the concept, thus, is revealed by clarifying its relationship with other concepts. As you can see, we are talking about such mental operations as differentiation and generalization.
The scientific and methodological basis of work on the study of vocabulary and phraseology is the theory of the principles of mastering native speech * developed by Professor L.P. Fedorenko (the principle of understanding language meanings, the principle of developing a sense of language and attention to the expressiveness of speech), as well as particular methodological principles for enriching students' vocabulary, which substantiated in the works of Professor M.T. Baranov (extralinguistic, lexico-grammatical). Together with the didactic and general methodological principles of teaching the Russian language, they are a scientific and methodological theory, guided by which it is possible to ensure the effective enrichment of students' speech with the vocabulary of various thematic groups and instill a culture of word usage.
The main tasks of the school course of the Russian language, defined in the program, are also solved in the process of studying vocabulary. So, the task of forming linguistic competence assumes that schoolchildren get acquainted with such linguistic concepts as vocabulary, phraseology, the lexical meaning of a word is a direct and figurative, single-valued and polysemantic words, homonyms, synonyms, antonyms, emotionally and stylistically colored words, common and non-common words (dialect vocabulary, professionalisms, jargons), obsolete words and neologisms, native Russian and borrowed words; phraseological units, proverbs, sayings, etc. The formation of linguistic competence also implies familiarity with the works of domestic lexicographers (for example, with V. I. Dahl, I. I. Sreznevsky, S. I. Ozhegov, O. N. Trubachev, etc.).
The task of forming linguistic competence involves mastering the norms of word usage, systematic work to eliminate dialectisms and jargon from students' speech. In the course of training, students acquire the skills to work with the main explanatory dictionaries of the Russian language.
And finally, the task of forming a communicative competence dictates the need to develop the ability to correctly and appropriately use words and phraseological units, the ability to select linguistic (lexical) means for accurately expressing the meaning of the statement, for understanding the main idea of ​​the text and figurative means of artistic speech.
Let us consider in more detail the content of teaching vocabulary and phraseology in three existing programs - the program of M.T. Baranov, T. A. Ladyzhenskaya, N. M. Shansky, program ed. V. V. Ba-baytseva and the program, ed. M. M. Razumovskaya.

1.2 Methods for learning new words

Work on a word begins with the establishment of its lexical meaning. “All language units that have the status of a sign, that is, correlated with the extralinguistic reality of the subject and mental series, must be explained in an accessible way to students ...” [15]. This is the principle of understanding lexical language meanings.
In the methodology, in addition to the term "interpretation of the meaning", the term "semantization" of the word is also used, which implies the first stage of work on the word, starting with the disclosure of its meaning and ending with primary assimilation. M.T. Baranov in the book "Methods of teaching the Russian language" explains the essence of the term "semantization" in this way:
“One or another sound complex (the material shell of a word) becomes a two-sided unit for a person - a word, after this sound complex is connected in his mind with a reality (object, sign, action, quantity), while acquiring a lexical meaning (meaning). In the process of language acquisition, there is a constant convergence, connection of an unfamiliar sound complex and realities, which lead to an increase in the vocabulary of a person, including a student.
The transformation of an unfamiliar sound complex into a word-sign, which is produced by the teacher with the help of special methodological means, is its semantization. Semantization of unfamiliar words is one of the tasks of enriching students' vocabulary. This process begins with her in the lessons in all school disciplines, including the lessons of the Russian language. The semantization of a word is methodically expressed in the explanation (interpretation) by the teacher of the lexical meaning fixed in the language for one or another sound complex. Questions of interpretation of the meaning of words were the subject of research by both linguists (D.I. Arbatsky, P.N. Denisov) and methodologists (V.N. Klyueva, A.V. Prudnikova, etc.). M.T. Baranov made a great contribution to the comparative classification of the methods of semantization existing in the methodology. At the same time, the methodological concepts “method of interpreting a word” and “source of interpretation” should not be confused, and therefore, as M.T. Baranov rightly pointed out, reference to an explanatory dictionary should not be considered a semantization technique. It is also important to distinguish between the terms "method of interpretation" and "method of interpretation".
The explanation of the meaning can go in two ways: from the plane of content to the plane of expression, from the concept to the word - the onosemasiological method of interpretation; and vice versa - from the plane of expression to the plane of content, from a word with a known meaning to the meaning of a new word - a semantic way. The singling out of two ways of interpreting the meaning of a word - onosemasiological and semantic (semasiological), which we find in the works of L.P., Fedorenko, is, in essence, the singling out of two ways (methods) of interpretation. Each of them goes back to the separation of the semasiological and onosemasiological aspects of its study within semantics. Let us explain what has been said more specifically.
This method of interpretation is widely used already in the primary grades, which is due to the peculiarities of the visual-figurative thinking of younger students. It is no coincidence that in foreign lexicography, which develops educational dictionaries for younger children, picture dictionaries are widely represented or numerous illustrations are used as part of explanatory dictionaries. Currently, there are similar dictionaries for those who study Russian as their native language.
As for the semantic way (method) of interpreting words, the following techniques are distinguished within its framework:
- selection of a synonym or antonym (comparison of an unfamiliar word with a synonym or antonym already known to children);
- logical definition (use of generic concepts);
- reception of a verbal description;
- structural-semantic device, including: a) derivational device (interpretation of a derived word with the help of the generator) and b) etymological device.
The classification described is presented in the table on p. 104.
The words indicated in the interpretation according to these models, the combination of interpretation methods contribute to a deeper understanding of the meaning of the word.
1.3 Types of vocabulary and phraseology exercises
An important link in the system of exercises is their sequence. Based on the arsenal of lexical-semantic, lexical-grammatical, lexical-stylistic exercises, it is possible to present the sequence of work on a word in the following general form:
- propaedeutic, or preparatory, exercises;
- illustrative exercises;
- basic, or fixing;
- repetitive-generalizing;
- creative exercises.
1. Propaedeutic or preparatory exercises. The purpose of these exercises is to provide students with the primary perception of the word, namely: to give a semantic definition of the word, correlating it with extralinguistic reality; explain the features of orthoepy and spelling.
2. Illustrative exercises. The purpose of the exercises is to show students patterns of word usage. Inserting a new word into a sentence, repeating aloud or writing down samples of phrases and sentences, the child learns the meaning of the word in this particular context, masters the syntagmatic connections of this lexical unit, while simultaneously comprehending the grammar of the word. At this stage, it is extremely effective to work with a dictionary and use texts of small forms.
3. Basic, or fixing, exercises. As a result of these exercises, children master the paradigmatic connections of words: they develop the ability to select synonyms, antonyms, and a logical definition for a word; schoolchildren learn the structural-semantic connections of words. Lexical unit as a result of various logical, lexical-grammatical, morphological, grammatical-orthographic,
syntactic, stylistic and other exercises appears in the unity of its lexical and grammatical meanings.
4. Repetitive-generalizing exercises. The purpose of the exercises is to ensure the assimilation of the polysemy of the word; not only fix it in the passive dictionary, but also introduce the word into the active stock of schoolchildren. Exercises of this type include, for example, the selection by students of their own examples illustrating the use of the word; drawing up (first orally, then in writing) own proposals; selection of words on the topic, combining words into lexico-semantic groups, exercises on homonymy and polysemy, etc.
5. Creative exercises. The purpose of such exercises is to teach how to use the studied language material in coherent speech, to enable the child to speak on the proposed topic (both orally and in writing), using the studied vocabulary in his own speech, and in practice to demonstrate the assimilation of its lexical and grammatical properties.
From the foregoing, the conclusion follows: it is necessary to organize the language didactic material, methods and techniques of working with it in such a way as to ensure that children learn the paradigmatic and syntagmatic connections of words, to promote a variety of mental activity both in the study of vocabulary, grammar and spelling in the lessons of the Russian language, and in terms of the integration of literature lessons, the development of speech, literature.
From a sample text, an illustration text that reveals the meaning of a word, to language exercises that help to learn the semantics and functioning of lexical units in their relationship, and from them to the creation of their own texts by children - in such a generalized way it is possible to imagine the way of enriching students' speech with the vocabulary of various thematic groups.
At all stages of the study of phraseology, exercises are performed to prevent speech errors associated with distortion, the destruction of phraseological units (“gritting your heart” - instead of reluctantly, but grinding your teeth; “works with foam at the mouth” - instead works tirelessly, rolling up your sleeves ). For this, systematic work is organized with a phraseological dictionary, collections of proverbs, sayings and aphorisms.
In the system of speech development, an important place is occupied by the creative work of students using proverbs and sayings. Proverbs, being complete statements in the form of a sentence, are close to phraseological units with their allegorical meaning: it is not a place that paints a person, but a person is a place - water does not flow under a lying stone. Working on the meaning of proverbs and sayings is an effective means of developing the creative and speech abilities of students.
Work on paths (imagery and expressiveness of the word)
The enrichment of the students' vocabulary also includes work on the emotionally expressive means of the language - tropes. Work on the expressiveness of speech develops students' linguistic flair, intuition and imaginative thinking. Tropes are turnovers built on the use of a word (or combination of words) in a figurative sense. The most common tropes are epithet, metaphor, personification, paraphrase, and simile.
An epithet is a word or phrase that figuratively and emotionally characterizes an object or action. The epithet manifests itself at the level of a phrase and most often it is a definition or a circumstance (emerald frogs, ringing crystal). An epithet is an artistic definition that gives a vivid, figurative idea of ​​the essence of an object or phenomenon, as well as its assessment by the author.
Metaphor is a type of trope based on the transfer of meaning by similarity, on likening one object or phenomenon to another. If in comparison there is an object (what is being compared) and an image (what is being compared), then the metaphor contains only the latter. For example, a backwater mirror, willow fingers. If there is an assimilation to a living being, then this technique is called personification (a special case of metaphor).
But there was a damp trace in the wrinkle of the Old Cliff. Alone
He stands deep in thought
And he weeps softly in the desert.
(M. Lermontov)
Here is the north, chasing the clouds, Breathed, howled - and now the sorceress winter herself is coming.
Paraphrase is a trope consisting in replacing the name of a person, object or phenomenon with a description of their essential features, a descriptive expression. For example, the city on the Neva (instead of St. Petersburg); the king of beasts (instead of a lion). In the poems of S. Yesenin we find: "Autumn - a red mare - scratches her mane."
Comparison is a trope based on likening one object to another on the basis of their common feature. Comparison helps to create one or another image based on the comparison can be expressed by various language means:
- lexically (using the words similar, similar, etc.), for example: He had a round head, similar to a pumpkin,
- instrumental case {looks like a falcon, rises like a snake);
- comparative turnover with unions like, as if, as if, exactly, etc.
{He staggers like a decrepit old man; The forest fell asleep, as if dead);
- comparative clauses {A cool morning has come, as if a new life has begun) .
Work on tropes in order to enrich the vocabulary of students is carried out in connection with the study of grammar. Topics such as "Noun",
"Adjective name", "Verb", provide opportunities for practical acquaintance with periphrases, epithets, personifications, metaphors.
Exercise examples
1. Read.
It starts to light up fast. Suddenly, above our head, at a great height, a pink cloud appeared.
(According to K. Paustovsky)
What picture do you imagine when you read the text?
- What unusual phrase helped you? (Pink cloud.)
Why do you think the cloud is pink? (Dawn began, the sun painted the white cloud with reddish and pink rays. So it became pink.)
- How do you imagine this cloud? What does it look like? (Fluffy, soft; light as cotton; similar to strawberry ice cream.)
- One phrase helped you paint the whole picture. The combination of words with which you can see a picture of life, imagine it, feel it or even experience it, is called figurative expression.
And now try to find unusual, figurative expressions in S. Yesenin's poem:
In the garden a bonfire of mountain ash is burning, But it cannot warm anyone.
2. Insert figurative expressions in place of gaps - personification words so that objects are described as living beings. In case of difficulty, use the words for reference.
Small Christmas trees surrounded the old stump and mysteriously... with it.
Reference words: whisper; talking, talking.
Exemplary judgment.
Christmas trees are endowed (on assignment) with human qualities. To choose the right word, you must try to imagine what the sentence is about. So, Christmas trees can talk to an old stump. But in the sentence there is a word mysteriously, which helps to make an accurate choice: you can whisper mysteriously.
Thus, before making the final choice, it is necessary: ​​1) to find in the sentence the word that indicates the feature or sign of the action (in our example, this word is mysterious);
2) make a phrase from this word and your own version (talk mysteriously);
3) insert the resulting phrase into the sentence and compare it with the author's version (more precisely, the word whisper will do),
3. Read.
Beautiful aspen forest in winter. Against the background of dark firs, a thin lace of bare aspen branches intertwines. Take a closer look - how good, how beautiful the aspen!
(I. S o k o l o v-M i k i t o v)
- Let's follow the advice of the author and take a closer look at the picture that he described. What do you see, tell me.
- In the distance are huge dark green firs. And in front of them grew an aspen forest. Trees in winter without leaves, so each branch is clearly visible. Aspen branches are thin, delicate, they intertwine like lace. Very beautiful.
What figurative expression did you find in the text? (Lace of branches.)
- And what else can be compared with lace? Describe this subject using figurative expressions.
- Gossamer looks like lace.
- In winter, frost draws beautiful patterns on glass. They also look like cobwebs. We can say: lace of frosty patterns.
- Read the lines from S. Yesenin's poem and say what patterns the poet saw.
The eccentric moon knits Lace patterns on the floor.
4. Professor L.P. Fedorenko in the book “Patterns of mastering native speech” (M., 1984. - P. 57) wrote:
“The assimilation of the figurative meaning of words by children is associated with the work of familiarizing them with fiction, with poetic speech.
Poetic speech is figurative speech. The image is a picture that flashes brightly in the poet's imagination, a piece of life for which he finds a verbal expression in order to show it to the reader and not only make him see, but also feel, experience the same emotional state in which the poet himself was, creating this picture. If the image does not evoke feelings, it is not poetic.
What methodological conclusions follow from this statement? Analyze school textbooks and find out how work is being done on the expressive, figurative side of speech in high school.
Learning tropes allows you to make speech expressive, expressive, conveying the inner world of the author. It develops children's imagination, figurative thinking and forms a creative attitude to the word. Work on the figurativeness and expressiveness of speech occupies a special place in literature lessons, since a comprehensive analysis of a work of art also involves an analysis of the style of the writer, poet. Meanwhile, in the lessons of the Russian language, the emphasis is on the linguistic, stylistic analysis of the text. It is here that the student develops the ability to comprehend the imagery, beauty, polysemy of the word. Thanks to the fine work on the paths, the lessons of the Russian language and literature come closer and become truly the lessons of Russian literature, and the student joins the wonderful world of the poetic word.
Teaching vocabulary, phraseology and enriching the vocabulary of students is impossible without purposeful, systematic work with dictionaries. Its purpose is to form in students the need and ability to use various dictionaries (explanatory, phraseological, foreign words, synonyms, antonyms, etc.), developing a sense of the language norm and culture of speech .
Acquaintance with dictionaries is carried out both in special lessons and in the process of performing lexical exercises in the study of grammar and spelling, for example:
- exercises in the interpretation of a new word or phraseological unit (explanatory, phraseological dictionaries);
- exercises on words with similar or opposite meanings (dictionaries of synonyms, antonyms);
- exercises in style (explanatory dictionary and notes in it).
1. Read the text.
We are lazy about our language. We do not choose the right exact words. We grab the first one that comes across and replace a lot of concepts with it. For example, the word "normal". It filled our conversation. To the question "How is your health?" we answer: "It's okay." "How are you?" --
"Fine".
(L. Aleshina)
Choose words that can replace the word normal. In case of difficulty, use the explanatory dictionary and the dictionary of synonyms.
Write down the words that you used to replace the word normal in each case.
2. Read.
Among people of high culture, you will not meet those who have marked themselves with the seal of exclusivity, demanding attention and sensitivity only to themselves, the chosen one.
(V. Pekelis)
- What human quality is referred to in this sentence? What is the name of a person who requires special treatment, considering himself the chosen one? (Indiscreet, arrogant.)
- What is another name for a person who immodestly talks about his successes? Choose an indiscreet synonym and antonym for the word. In case of difficulty, use dictionaries.
- Find in the explanatory dictionary the meaning of the word to boast. (Boasting, arrogantly exalting, exposing one's superiority over others, holding on arrogantly.)
- Pick up synonyms for the word boast and make sentences with these words. In case of difficulty, use an explanatory dictionary.
- Recall literary works in which the heroes were distinguished by special boasting, and describe these heroes.
3. Write out the words in two columns: on the left - with stress on the second syllable, on the right - with stress on the third syllable. Check yourself with a spelling dictionary.
Normalized (language), quarter, obituary, iconography, utterly, evangelism, gas pipeline, shoe, indulge, self-interest, cakes, indulge, provision.
4 . Put the stress in the expression Gordian knot. Explain its meaning. Specify the exact names of dictionaries where you can find answers to these questions.
5 . If earlier they wanted to say from the very beginning to the end, then they used a figurative expression from the basics to the Izhitsa. Why did this expression come about? Name dictionaries in which you can learn the history of words and expressions.
Explain what the words az, izhitsa mean. Write what you know about them. Give examples of stable expressions with these words.
Recently, in connection with the rapid penetration of foreign words into the Russian language, the work on streamlining borrowed vocabulary in the speech of students is of particular importance. An important role is played by the system of exercises with a dictionary of foreign words. The purpose of these exercises
- not only find out the exact meaning of the borrowed word, but also try to find a Russian synonym for it, developing a sense of language and a sense of proportion in the use of foreign words.
Examples of exercises with borrowed vocabulary, during which you should refer to the dictionary of foreign words.
1. Determine the origin of the words proclaim, veil, briefing by characteristic features. Name these signs. Explain the meaning of the underlined word. Specify dictionaries in which you can get answers to these questions.
2. Using a dictionary of foreign words, choose a Russian synonym for the following words.
Broker (intermediary), hotel (hotel), exclusive (exceptional), presentation (performance), legitimate (legitimate).
3. The borrowed word stagnation comes from the Latin stag- pit - stagnant water, swamp. Find out the meaning of the word stagnation in the dictionary of foreign words, pick up a Russian synonym for it.
Write an essay-reasoning on the topic “What do the Latin word stagnation and the Russian word stagnation have in common!”.
Work on the prevention of lexical errors
Currently, the problem of lexical errors is being most intensively developed by psycholinguists and methodologists, whose main attention is focused on the causes and mechanisms of the formation of speech errors. According to A. A. Leontiev, “a systematic study of the problem of speech errors could constitute a special branch of psycholinguistics, because a speech error is a kind of signal of a “seam” in the speech mechanism that has come apart under the influence of certain circumstances”. Types of lexical errors.
Among the most common lexical errors, the following types can be distinguished:
1) the use of a word in an unusual meaning for it or the absence of a word in the lexicon: “the troops left the city” (instead they left, since to leave is to leave slowly, with dignity);
2) mixing of synonymous words: “I want to correct my vices” (instead of shortcomings);
3) a mixture of words-paronyms, consonant words: “curtains are hung (instead of hung) on ​​the eaves”;
4) confusion of antonyms: "my descendants (instead of ancestors) were peasants";
5) mixing associatively close words (number instead of figure, region instead of region);
6) an extra word, tautology, unjustified repetition (“the hunter hunted”);
7) violation of lexical compatibility (“defeat”);
8) destruction of a phraseological unit or use in a meaning unusual for it (“I did everything through a stump and a deck”).
When classifying lexical errors, one should be guided primarily by the result achieved in speech due to the erroneous use of the word. And the result in this case is an incorrect or inaccurate naming of a phenomenon or reality, in connection with which the meaning of the statement as a whole is violated. Therefore, among the lexical errors, the group associated with ignorance of the exact meaning of the word, with incorrect or inaccurate naming of an object or reality stands out. This group of errors is called "misnaming" errors. These are errors 1 -- 5 types. These errors violate the requirement of speech accuracy. In addition to the above named types, mistakes in lexical compatibility (the 7th type of lexical errors) can also be considered errors of “incorrect naming”, since the mismatch is also caused by ignorance of the features of words with an associated meaning: brown eyes, but not “brown hair”; strong friendship, but not "strong friendship" (although a strong, strong handshake). Finally, cases of pleonasm, tautology and repetitions (6th type) can also be classified as such errors, since in the example “quickly rush” the student does not know the meaning of the word rush - 'quickly rush, go'.
Thus, lexical errors are cases of incorrect use of words and phrases (i.e., nominative units of the language), as a result of which they do not properly fulfill their nominative function. This is due to failures in the speech mechanism when choosing a word and establishing its compatibility with other words.