Different approaches to recognition of lexical (vocabulary) complexity

2.3. Classification of non-standard form of lessons for teaching vocabulary
We found that non-standard lessons have a common goal: to raise the interest of students in learning and, thereby, increase the effectiveness of learning. For students, this is an opportunity to develop their creative abilities, evaluate the role of knowledge and see their application in practice, to feel the interconnection of different sciences, independence and a completely different attitude to work. For a teacher, this is an opportunity to get to know and understand students better, to assess their individual characteristics, it is an opportunity for self-realization, a creative approach to work by implementing their own ideas.
Such a lesson can preserve the traditional structure, that is, the organizational moment, the communication of new knowledge, the control of what has been learned, or it can be original by changing the sequence of ordinary stages, it can have a game basis, etc.
These "fun" additions can be built as fragments into the structure of the lesson, and as a lesson entirely devoted to the implementation of one of the methods. Today there are more than 100 types of such lessons, even their classification has been developed.
In the classification proposed by V.A. Shchenev, the traditional typology of lessons was used, supplemented by their non-standard forms [11].
Classification of non-standard lessons
According to the form of conducting, the following groups of non-standard lessons can be distinguished:
1. Lessons in the form of competition and games: competition, tournament, relay race (linguistic battle), duel, KVN, business game, role-playing game, crossword puzzle, quiz, etc.
2. Lessons based on forms, genres and methods of work known in social practice: research, invention, analysis of primary sources, comments, brainstorming, interviews, reportage, review.
3. Lessons based on the non-traditional organization of educational material: a lesson in wisdom, revelation, a lesson-block, a lesson-"understudy" begins to act.
4. Lessons resembling public forms of communication: a press conference, an auction, a benefit performance, a rally, a regulated discussion, a panorama, a TV show, a teleconference, a report, a dialogue, a live newspaper, an oral journal.
5. Lessons based on fantasy: a fairy tale lesson, a surprise lesson, a gift lesson from Hottabych.
6. Lessons based on imitation of the activities of institutions and organizations: court, investigation, tribunal, circus, patent office, academic council.
7. Traditional forms of extracurricular work transferred within the framework of the lesson: KVN, “connoisseurs conduct the investigation”, matinee, performance, concert, staging of a work of art, debate, “gatherings”, “connoisseurs club”.
8. Integrated lessons.
9. Transformation of traditional methods of organizing a lesson: a paradox lecture, a paired survey, an express survey, a test lesson (assessment protection), a consultation lesson, a reader's form protection, a TV lesson without television.
We offer the following classification of non-standard lessons for teaching vocabulary in high school:
1. Lessons using modern audiovisual and technical teaching aids: Internet lesson (using the Internet in the lesson, or using Internet materials), video lesson
2. Lessons aimed at establishing interdisciplinary connections: lesson-project, integrated lesson.
3. Lessons of creativity: Lesson-excursion, lesson-performance, lesson-holiday, lesson-interview, lesson-musical, lesson-court, lesson-tale.
Methodological aspects of using the game in teaching vocabulary
The educational possibilities of games have been known for a long time. Many prominent educators rightly paid attention to the effectiveness of using games in the learning process. In the game, the abilities of a person, a child in particular, are manifested especially fully and sometimes unexpectedly.
The game is a specially organized activity that requires tension of emotional and mental strength. The game always involves making a decision - what to do, what to say, how to win? The desire to solve these questions sharpens the mental activity of the players. And if a teenager speaks a foreign language at the same time, this opens up rich learning opportunities. Children don't think about it. For them, the game is primarily an exciting activity. This is what attracts teachers, including foreign language teachers. Everyone is equal in the game. It is feasible even for weak students. Moreover, a student who is weak in language training can become the first in the game: resourcefulness and ingenuity here are sometimes more important than knowledge of the subject. A sense of equality, an atmosphere of passion and joy, a sense of the feasibility of tasks - all this enables the children to overcome shyness that prevents them from freely using the words of a foreign language in speech, and has a beneficial effect on learning outcomes. The linguistic material is imperceptibly assimilated, and along with this, a feeling of satisfaction arises - “it turns out that I can already speak on an equal footing with everyone” [21].
The main element of the game is the playing role, no matter what; it is important that it helps to reproduce the various human relationships that exist in life. Only if you isolate and base the game on relationships between people, will it become meaningful and useful. As for the developing value of the game, it is inherent in its very nature, because the game is always emotions, and where there are emotions, there is activity, there is attention and imagination, thinking works there. Thus, the game is: activity (in our case, speech); motivation, lack of coercion; individualized activity, deeply personal; training and education in a team and through a team (A.V. Petrovsky): development of mental functions and abilities;
“learning with passion” (in the words of SL Soloveitchik) [8].
The game is also considered as a situational-variative exercise, where an opportunity is created for repeated repetition of a speech sample in conditions as close as possible to real speech communication with its inherent features - emotionality, spontaneity, purposefulness of speech influence.
Games contribute to the implementation of important methodological tasks:
-creation of psychological readiness of children for verbal communication;
- ensuring the natural need for repeated repetition of language material by them;
- training students in choosing the right speech option, which is a preparation for situational spontaneity of speech in general.
Game forms of learning allow using all levels of knowledge assimilation: from reproducing activity through transformative activity to the main goal - creative search activity. Creative search activity is more effective if it is preceded by reproducing and transforming activity, during which students learn teaching techniques .
The technology of game forms of education is aimed at teaching students to be aware of the motives of their teaching, their behavior in the game and in life, i.e. to form goals and programs of their own independent activity and to foresee its immediate results .
Speaking about game teaching of foreign languages ​​and foreign language communication, we often turn to the classification of games developed by E.A. Maslyko. In this classification, games are divided into 5 groups, within which subgroups can be distinguished.
Group 1 - language games. They are intended for the formation of pronunciation, lexical and grammatical skills and training in the use of linguistic phenomena at the preparatory, pre-communicative stage of language acquisition. This group is divided into 5 subgroups:
-phonetic games;
- spelling games;
-games for working with the alphabet;
-lexical games;
- grammar games.
Group 2 - game exercises for working with lexical and grammatical material. Their main task is to manage the educational and cognitive activities of students and the formation of their lexical and grammatical skills, as well as the organization of intensive independent work in the classroom in order to master the rules for using specific language units. The gaming aspect in different exercises is expressed differently - from the full use of the students' gaming activities to purely didactic games.
3rd group of games - psychotechnical games for teaching the skills and abilities of the lexical and grammatical design of speech statements. The main features of these games are:
-creation of internal visibility for trainees, which is necessary for presenting a certain situation at the training session;
-implementation of the didactic basis in the form of a learning task to synchronize mental and physical actions with speech in a foreign language;
- intensive training in the use of lexical and grammatical material.
Group 4 - game exercises for teaching foreign language communication. They allow organizing purposeful speech practice of students in a foreign language, training and activating within its framework the skills and abilities of monologue and dialogic speech, various types of interaction of communication partners, the formation and formulation of diverse functional types of statements (descriptions, reporting information, evidence, etc. .). The purpose of such games is speech training. The teacher informs the students of the game goal, which sets them up to perform various actions, and Russian speech becomes a means of their implementation, creating the basis for the practice of students' speech activity. In this group of games, the following subgroups can be distinguished:
- game exercises for speech warm-up;
-interview-type games to activate skills and abilities in the "dialogue - monologue in dialogue" system;
- guessing games;
- games for joint speech activity and communicative interaction,
-role-playing games.
5 group of games - business games
An educational business game is a practical exercise that simulates various aspects of the professional activity of students and provides conditions for the integrated use of their knowledge of the subject of professional activity, the improvement of their foreign language speech, as well as a more complete mastery of a foreign language as a means of professional communication and a subject of study.
Games can also be divided into:
1. Games with letters. 2. Games with words. 3. Syntactic games. 4. Games with text. 5. Grammar games. 6. Poetic games. 7. Corrective games. 8. Riddles, puzzles. 9. Interactive games.
In the lessons of the game should be used for the following purposes:
- formation of certain skills;
-development of certain speech skills;
- learning to communicate;
-development of the necessary abilities and mental functions;
-knowledge;
- memorization of speech material.
Creatures comfort and basic organization of the game:
- Absence of coercion of any form when involving children in the game.
- Principles of game dynamics development.
- Principles of maintaining a game atmosphere (maintaining real feelings of students).
- The principles of the relationship between gaming and gaming activities.
For teachers, it is important to transfer the main meaning of game actions to the real life experience of children.
5. Principles of transition from simple games to complex game forms. The logic of the transition from simple games to complex ones is associated with a gradual deepening of the various content of game tasks and rules - from the game state to game situations, from imitation to game initiative, from local games to complex games, from age games to ageless, "eternal" [eleven].
Thus, it can be concluded that the game
- a specially organized occupation that requires tension of emotional and mental strength;
- this is a motivated individual, personally significant speech activity, during which the student is trained and educated in the team and through the team, develops mental functions and abilities, which is based on interest.
So, speaking of non-traditional lessons, in our opinion, it is necessary to focus on the principles of organization and conduct, periods of preparation and conduct of non-traditional lessons.

CONCLUSION

Thus, the analysis of the literature on the considered problem of using non-standard lessons in mastering vocabulary, the studies conducted in this work, with great confidence allow us to assert that non-standard lessons have great potential. They provide an opportunity to carry out a differentiated approach to students, to involve each student in active work, taking into account his inclinations, interests, and level of language training. Moreover, such lessons help to maintain the efficiency of each student, relieve fatigue, fulfill the lack of communication, which is especially important for the modern school with its significant overload of students with knowledge.
Based on the work done, it can be argued that non-standard lessons:
- enrich students with new impressions, make the lesson attractive, creating a positive psychological climate in the classroom;
- contribute to better memorization of vocabulary, better lexical design of a speech statement;
- create a situation for the use of this speech sample; develop speech activity and independence of students;
- allow to realize the educational goals of training;
- increase the motivation of students to learn;
- activate memory and develop the child's personality.

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