Digital technologies

PART 1. THEORETICAL BACKGROUNDS OF DEVELOPING LEXICAL 
COMPETENCE BY DIGITAL TECHNOLOGIES OF THE GRADE 11 
LEARNER 
1.1.
 
FEATURES OF B1 LEXICAL COMPETENCE 
The goal of foreign language teaching is an important methodological category, 
since the definition of the goal determines all subsequent choices. 
At present, the goal of foreign language teaching should be understood as the 
formation of a student's personality that is able and willing to participate in 
communication (indirect and direct) on an intercultural level. 
With regard to the competence approach, it is necessary to clarify such concepts as 
many native and foreign scientists researched lexical role in developing competence.
С. Smolina singles out the following stages of formation of the foreign language 
lexical competence: 1) the stage of acquaintance of students with new lexical units 
(formation of knowledge about the lexical system of the language, rules of its use, 
semantization of lexical units, demonstration of peculiarities of their use); 2) the stage of 
automation of actions with new lexical units (formation of skills), which takes place at the 
level of: a) word form, free word combination, phrase / sentence, b) paraphrase (of 
dialogical or monological unity) and microtext . The researcher sees the formation of a 
receptive lexical skill in the following sequence: familiarization with a lexical unit 
(presentation and semanticization) in the process of reading based on a graphic image of 
the word; establishment of the vocabulary form of the word; its correlation with the 
vocabulary meaning, determination of the contextual meaning of the word. 
(
http://7universum.com/ru/psy/archive/item/5884
)
(3)
З. Solomko singles out three stages of teaching foreign language vocabulary: 1) 
presentation, semanticization and primary fixation of lexical units; 2) automation of 
speech actions of students with new lexical units; 3) improvement of receptive lexical 
competence [11, p. 36]. In terms of A. Kotlovsky, the process of formation of lexical skills 
is represented by three stages: familiarization (perception and comprehension of speech 
material), automation (transformation and preservation of a lexical unit in the internal 

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lexicon, which requires comprehension of logical links between subjects and phenomena), 
and application (use in speech) [6]. With Bodnar, she substantiated the expediency of 
vocabulary training (based on the communicative-cognitive approach) in three stages: 
cognitive-accumulative (acquaintance with new vocabulary and semanticization, 
formation of speech and translation skills at the level of a word combination / sentence), 
practical-active (formation of lexical skills in suprafrazoan units / professional microtexts), 
creative-communicative (development of skills to use lexical units in productive speech). 
Y. Passov distinguishes 6 stages of lexical skill formation: 1) perception of a word 
in the process of its functioning; creation of a sound image of a word; 2) provision of 
meaning to a word; 3) imitation of a word in an isolated form or in the context of a 
sentence; 4) designation aimed at independent naming of objects by a certain word; 5) 
combination (a word comes into new relationships); 6) use of a word in different contexts 
[5]. Thus, the analyzed works testify to the fact that lexical training begins with reception, 
i.e., perception of a lexical unit, comprehension of its meaning and function, memorization 
of a word. This is followed by the stage of training, when lexical skills are formed on the 
level of sentence, paraphrase unity, and text, thus the skill is integrated into the 
corresponding skill - reading. 
С. Shatilov singles out three stages of lexical skills formation: the 1st stage - the 
stage of input, semanticization of a new word, and its primary reproduction; the 2nd stage 
- the stage of situational training and creation of strong lexical verbal links in similar 
speech situations; the 3rd stage - variational situational - creation of dynamic lexical links, 
training of new combinations of familiar lexical elements in different contexts. 
I. Chepyakova, investigating the problem of training future philologists of 
derivative verbs of the ancient Greek language, comes to the conclusion that lexical 
training should begin with the formation of reproductive skills (perception, recognition, 
identification, imitation, differentiation, independent semanticization, nomination) on the 
basis of reproductive lexical skills are formed receptive - the perception and understanding 
of lexical units in written speech (recognition, differentiation and identification of the 
written form of a word, the correlation of a lexical unit with the denomination of a word, 

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and the correlation of a lexical unit with the denomination of a word. We share the 
conclusions of S. Shatilov and I. Cepyakova, based on the dominant role of the speech 
analyzer in language learning, as well as on the fact that reading takes place by means of 
internal sentencing, and we believe that a word can be recognized only if its material and 
ideal images (i.e. its form and meaning) have been formed in the student's consciousness, 
on which progressive images of words will be superimposed and identified. Therefore, we 
consider it expedient to apply exercises of reproductive character precisely for the purpose 
of forming in the student's consciousness sound, graphic, and semantic images of a lexical 
unit. 
I. Batsenko's conclusions are valuable for our study. The scientist, investigating the 
problem of formation of a foreign (English-speaking) lexicon in the future doctors, 
becomes on a position of cognitiveists, considers that the information connected with 
semantics of a word, remains in consciousness in the form of certain conceptual units 
(concepts) and makes up a conceptual system of the person. Concepts are both elementary 
substantive cognitive units and bases. 
The formation of receptive lexical skills begins with an introduction to the lexical 
unit (presentation and semanticization). Acquaintance is carried out, as a rule, in the 
process of reading a sentence, paraphrase unity, text based on the graphic image of a 
lexical unit. In the process of reading, students identify an unfamiliar lexical unit, 
proceeding from its form in the text, establish its vocabulary form, correlate it with the 
vocabulary meaning, determine the contextual meaning [9]. Together with the reception 
of a new lexical unit, its semanticization occurs. 
In lexical training we use translation (one-word translation; multiword translation, 
phrase translation; interpretation of a meaning and/or explanation of a lexical unit in the 
native language; definition/definition) and non-translationary methods of semantification 
(visual semantification by demonstration of subjects, drawings, gestures, movements, 
etc.). language semanticization by means of context, illustrative sentence/sentences, 
comparison of one lexical unit with other known units of a foreign language - by means of 
antonyms and synonyms, definition - description of the value of a new lexical unit by 

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means of an already known one; interpretation of the value of a lexical unit in a foreign 
language) [9]. The choice of the method of semantification depends on the semantic range 
of a word (for example, denotative meanings can be represented by translation methods, 
while connotative, contextual meanings are better represented by uninterpreted ones, 
where a word acquires a concrete meaning only in a context) on the ability of students to 
understand an uninterpreted interpretation of a word, on the ability to guess its concrete 
meaning; on the degree of informativeness of a dictionary article (some dictionaries lack 
information about a concept denoted to a word and its function). 
Reproductive reproduction of a lexical unit, formation of receptive lexical skills in 
reading at the sentence level, superfluous unity, and improvement of receptive lexical 
skills in reading at the text level are performed with the help of a subsystem of exercises. 
Sharing A. Kotlovsky's views, we believe that the exercises aimed at forming 
language competence are a subsystem, which is a part of the general model of the system 
of exercises [6]. Therefore, the subsystem of lexical exercises in reading will be considered 
in the context of reading as a type of speech activity and in the aspect of the system of 
exercises focused on teaching reading. 
In formation of lexical competence in reading we are focused mainly on types and 
types of exercises developed by scientists, in particular, exercises on reading sentences, 
paraphrase unity, mini-texts, identification of unfamiliar words, establishment of their 
meaning, function; imitation of lexical units, on nomination; translation; selection of 
synonyms / antonyms; provision of definition to a concept; combination of part of 
sentences; end of sentences, substitution of missed words; answers to the teacher's 
questions; transformation of sentences.
 
Having based our methodology on a differentiated approach, we consider it 
expedient to develop subsystems of exercises and tasks for the formation of lexical 
competence in reading according to the level of students' training. 
Based on the above, and taking into account the research on formation of the foreign 
language professionally oriented communicative competence and lexical competence, we 
consider it expedient to consider the task of formation of the foreign language lexical 

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competence of the future specialist as based on lexical knowledge, speech lexical skills, 
speech skills, as well as personal language and speech experience ability to perceive, 
assimilate and use the lexicon expressed by the conceptual and categorical apparatus of a 
certain subject area in situations of professionally oriented competence in a particular field.
When forming a speech lexical competence, along with the question of selecting 
lexical content, the issue of forming speech lexical skills necessary for a future specialist 
is important.
The analysis of works devoted to this question shows that for reproductive activity 
the determinants in the sphere of professional communication are: 1) skill to choose and 
use professional terms correlated with a certain terminology system and to actualize the 
words related to them at the paradigmatic level; 2) the skill of combining terms at the 
syntagmatic level according to the speech task. All other operations are, to some extent, 
subordinated to the above. (
http://7universum.com/ru/psy/archive/item/5884
) 
(3)
The main 
lexical skills in receptive speech activity and, in particular, in professionally oriented 
reading, from our point of view, are the following skills: 1) the skill of perception and 
semanticization of professional terms correlated with a certain terminology system as a 
logical-thematic chain of keywords; 2) the skill of search, perception and understanding 
of logical-semantic relations of selected keywords expressed by terms correlated with a 
certain terminology system.
(
http://7universum.com/ru/psy/archive/item/5884
)
(3)
Despite the differences in the operations that make up lexical receptive and 
productive skills, in the structure of these skills can be identified correlated, or correlated, 
operations that are similar in some respects, but differently directed, on the basis of which 
the interaction of lexical skills among themselves occurs, which allows us to talk about the 
possibility of transferring similar methods of performing operations and actions and, 
consequently, the need for their interconnected formation in the process of teaching a 
foreign language. At the same time, lexical skills should be formed not only in interaction 
between themselves, but also in interaction with grammatical and phonetic, as well as 
intellectual skills.
(
https://cyberleninka.ru/article/n/sistema-uprazhneniy-dlya-razvitiya-
leksicheskoy-kompetentsii
)
(4)

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The process of formation and improvement of speech lexical skills should include 
five consecutive stages: orientation-preparatory, stereo typing-situtive, variable typing-
situtive (S. F. Shatilov), developing-completioning and system synthesizing (T. S. 
Serova). 
(
https://cyberleninka.ru/article/n/sistema-uprazhneniy-dlya-razvitiya-
leksicheskoy-kompetentsii
) 
(4)
At the same time, the final level of development of lexical 
competence is connected with the development of skills of using lexical units for solving 
various communicative problems. This level of competence is connected with practical 
actions with a foreign language word and is aimed at solving various communicative tasks 
in accordance with the conditions of communication and with the use of language 
knowledge, speech skills and abilities necessary for this purpose.
VOCABULARY IN CONTEXT 
All readers stumble upon words they don't know. It is impossible to carry a 
dictionary with you all the time or watch every word you don't know. A good reader knows 
how to make a good guess about the meaning of an unknown word by looking at the word 
in context. 
When you read an unknown word, phrase, or reference in a selection, context hints 
will help you figure out what it means. Context tips are words, phrases or sentences 
surrounding a word that can help you understand its meaning or give it synonyms. 
Sometimes context prompts give you more information about an unfamiliar word. Using 
this information, try to figure out what the word means. 
Using the context of a situation, it is also possible to guess the meaning of new 
words and use a dictionary less. When we read something, if we pause and use the 
dictionary every time we come across a new word, not only do we use more time, but we 
can forget what we learned from reading it and we won't memorize the new dictionary. In 
fact, many words in English have several different meanings depending on the context. As 
far as possible, try to guess the meaning of the dictionary using context prompts. We can 
write down a new word and look at its meaning in the dictionary after reading it, just to 
prove our guess against the dictionary definition, but wait until you have finished reading 
the page or two before using the dictionary. We should also use a dictionary if what we 

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are reading becomes unclear and difficult to understand. There are many different 
strategies you can use to help you build your vocabulary without becoming dependent on 
a dictionary. 
The following practice questions for each strategy contain both vocabulary you 
have read or will read in future stories and GRE vocabulary words–ones that are more 
commonly used in English. (Except “hydrangea” and “enchilada.” I just like those words.)