Keyword: «lexical skills»

The article examines theoretical aspects of the problem of forming socio-cultural competence while teaching junior schoolchildren foreign languages, analyzes various definitions of socio-cultural competence and its components, and describes the advantages and principles of using authentic materials in teaching intercultural communication. Particular attention is paid to the discussion of the expediency of introducing authentic video materials through W. Disney cartoons, thanks to which students will develop socio-cultural competence. The author highlights the psychophysiological features of children’s development at an early school age, and also describes the requirements for choosing a cartoon and the conditions for organizing the lesson based on it, offers electronic educational resources.

The article examines the features of the use of traditional and interactive methods in teaching vocabulary at the initial stage of foreign language education. A comparative empirical study was conducted on the basis of primary schools, during which the dynamics of the formation of lexical skills among students was evaluated. The results of the analysis confirming the advantages of interactive methods in the development of stable lexical skills are presented. Methodological recommendations for the introduction of interactive forms of work in the system of primary foreign language teaching are proposed.

The relevance of studying lexical skill development among school students in the context of contemporary education stems from the need to prepare learners for successful communication in a multicultural society. One promising approach to optimizing this process is the integration of audiovisual technologies. This article explores the definition and types of audiovisual technologies, examines their impact on language learning, and provides practical examples of their application in educational settings

The article examines modern technological approaches to the formation of lexical skills in learners of Russian as a foreign language (RFL) and Russian as a non-native language (RNL). It analyzes the possibilities of using mobile applications, adaptive learning platforms, corpus technologies, virtual and augmented reality, as well as gamification in the process of vocabulary acquisition. The didactic principles for the effective integration of digital tools into the educational process are defined.

The article presents the results of a theoretical and experimental study on the effectiveness of using artificial intelligence technologies for correcting lexical collocations among 2nd and 7th grade students. The author, drawing on the classical methodology of E.I. Passov and modern concepts of digital linguodidactics by P.V. Sysoev, substantiates the need for a differentiated approach to the use of AI tools at different stages of education. During a pedagogical experiment (40 students, 6 weeks), the experimental groups used correction of fixed collocations with the help of generative neural networks, while the control groups were taught using traditional methods. The results of the final testing (Post-test) showed that the absolute increase in knowledge in the experimental group of 7th graders was +34% (from 55% to 89%), and in the experimental group of 2nd graders – +18% (from 52% to 70%). The author concludes that AI performs different didactic functions depending on age: a stimulation-motivational function (game form, anxiety reduction) for primary school children and a cognitive-corrective function (collocation analysis, prompt engineering) for adolescents. The article provides practical algorithms for interaction with AI (ChatGPT, DeepSeek, Alice AI) and offers methodological recommendations for integrating intelligent simulators into school practice without the risk of «blind» copying of ready-made answers.