Методика формирования лексических навыков у учащихся 3-4 классов в процессе начального иноязычного образования

Conclusions
In this qualification work, a theoretical analysis of the psychological, pedagogical and methodological literature was carried out in order to identify the main concepts on the topic, such as didactic game, skill, language personality.
The principles of teaching foreign languages, psychological and age-specific features of teaching students at the senior level of education were considered.
Based on the communicative approach, we believe that an essential element of teaching a foreign language is the formation of lexical skills.
The role of vocabulary in teaching a foreign language is extremely significant, since it is it that names, forms and transmits knowledge about the objects of real reality. However, the basic level of training should ensure that it is accessible to all students, regardless of the learning environment. The presence of different learning conditions, including the heterogeneity of the student population (the spread in the degree of their learning a foreign language) makes it necessary to use different methodological techniques. The game is at the same time an interesting type of work for the student, an analog of language exercises for the teacher, thanks to which the skills of all types of speech activity are developed. The game has such a feature as versatility: the use of game techniques can be adapted to different goals and objectives. . Game techniques perform many functions in the process of child development, facilitate the learning process, help to learn the increasing material every year and unobtrusively develop the necessary competencies. Educational work also takes place in the game, which has been repeatedly considered in the works of many leading teachers.
Taking into account all the facts that were presented by us in the theoretical part of our work, as well as in the process of experimental work, we can state that the formation of lexical skills

30
Список использованной литературы
1Аванесова, В.Н. Дидактическая игра как форма организации
обучения / В.Н. Аванесова. – М.: Просвещение, 1992 –215 с.
2 .Аксенова, Л. К. Дидактические игры / Л. К. Аксенова, Э. В.
Якубовская. – М.: Просвещение, 1991 – 176 с.
3 Бим, И. Л. Теория и практика обучения немецкому языку в
средней школе : Проблемы и перспективы: учеб. пособие для студентов пед.
ин-тов по спец. № 2103 «Иностр. яз.» / И. Л. Бим. – М.: Просвещение, 1988 –
4 Бим, И. Л. Методика обучения иностранным языкам как наука и
проблема школьного учебника. / И. Л. Бим. – М.: Просвещение, 1987 – 235 с.
5 Божович, Л. И. Проблемы формирования личности: избранные
психологические труды / Л.И. Божович // Отв. ред. Д.И. Фельдштейн. – М.;
Воронеж: Ин-т практической психологии, 1995 – 352 с.
6 Быстрай, Е. Б. Игра как метод обучения иностранному языку / Е.
Б. Быстрай, Плеханова Е. А. // Сборник материалов X международной
научно–практической конференции. Язык и культура / Челяб. гос. акад.
культуры и искусств. – Челябинск, 2015 – С. 121 - 124
7 Возрастная и педагогическая психология: учебное пособие для
студентов пед. ин-тов / В. В. Давыдов, Т. В. Драгунова, Л.Б. Ительсон и др.;
Отв. ред. А.В. Петровский. – М.: Просвещение, 1979 – 288 с.

8 Выготский, Л. С. Игра и ее роль в психическом развитии ребенка:

Психология развития/ Л. С. Выготский. – СПб: Питер, 2001 – 512 с.
9 Газман, О. С. Неклассическое воспитание: от авторитарной
педагогики к педагогике свободы / О. С. Газман. – М.: Издательский дом
«Новый учебник», 2003 – 320 с.
10 Газман, О. С. В школу игрой / О. С. Газман, Харитонова Н. Е. –
М.: Просвещение, 1991 – 96 с.
11. К.Каюмова , С.Тен , Б. Исраилов “ Kids English” , “Teens English”