DEVELOPING LEXICAL COMPETENCE IN FUTURE FOREIGN LANGUAGE TEACHERS

The article examines the problem of developing future foreign language teachers’ lexical competence at pedagogical universities. The authors emphasize that forming a professionally-oriented vocabulary is a key aspect of teacher training, since successful teaching requires not only high language proficiency but also the ability to effectively use specialized vocabulary in the educational process.

The aim of the study is to propose and analyze a complex of exercises aimed at developing students’ lexical competence through professional-pedagogical context. The theoretical framework is based on P. Nation’s model, which includes four stages of vocabulary acquisition: exposure to new topics using familiar language material, focused study of words, practical usage in speaking and writing, fluency development in vocabulary use.

Using the topic «The Role of Emotional Intelligence in the Classroom» as an example, the technology includes pre-reading tasks (discussion questions to activate prior knowledge), reading authentic texts with identification of key vocabulary, reinforcement exercises (gap-filling, matching definitions, working with synonyms and antonyms), productive tasks (sentence formation, discussions).

Special attention is paid to the professional orientation of the exercises, enabling students to apply vocabulary in simulated teaching situations. The authors conclude that the proposed technology contributes not only to lexical competence development but also to preparing future teachers for foreign language professional communication.

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