Keyword: «synonymy»

Stylistic differentiation is a common language phenomenon, it pertains to all structures of language. To the greatest extent vocabulary and phraseology are exposed to differentiation. The basis of stylistic differentiation is synonymу of language, its expressiveness and stylistic polyfunctionality. The results of stylistic differentiation of poetic language are fixed in dictionaries of various types.

The perception of the native language flows in direct connection with the cognition of objective reality. Mastering nonnative language takes place through the medium of the mother tongue, based on it. Therefore, the psychology of second language acquisition is closely connected with the development of bilingualism in students. In determining the psychological background of second language acquisition must be based on the nature of the interaction between the native and the second language in educational process, relations the contacting languages of the two systems.

The glaring contradictions observed today in the field of synonymy study at school consist in discrepancy of requirements to knowledge, abilities, skills and subject competences which have to be formed in this language area, and the real level of the given phenomenon understanding by pupils due to very limited time of its consideration and the narrow range of studied aspects. This explains the importance of continuing the methodological search for improvement and intensification of the system of work with synonymy at different stages of school philological education, emphasizes the relevance of the study. Thus, the purpose of this article is to identify the actual problems of studying synonymy in modern school and to determine ways of solving them by means of innovative technologies. A comprehensive approach to the methodological understanding of synonymy was used during the study, based on the combination of all modern approaches to the organization and content of school linguistic education: personality-oriented, practice-oriented, system-activity, competence approaches. As a result of the study, we offer an innovative system of work with synonymy in the middle and high school on the basis of cooperative interaction of students. The effectiveness of this interaction, enhanced by the problematization of learning as an essential element of interactive technology, is shown at different stages of learning educational material: at the stage of its introduction, consolidation, systematic repetition. The interactive learning technology has great potential for a radical transformation of learning synonymy, because it is able to integrate the elements of other technologies mutually complement and reinforce the training effect of each other on a new quality level since they are aimed at achievement of the common goal, but have unique opportunities in the updating of educational material, in the organization of students’ observation and research, in representation of results and analytical discussion. The article contains specific methodological recommendations and general theoretical conclusions, it may be interesting for scientists and methodologists involved in the optimization of school learning lexical phenomena, and for teachers-practitioners.

The article is devoted to the search for effective ways to improve the methods of studying synonymy at the Russian language lessons in modern high school. The author identifies the main directions of deepening and expanding information about synonymy in the framework of the systematic repetition of the Russian language course, pointing out the need for significant changes not only in the substantive but also in the methodological part of working with this phenomenon, which is considered to be the structure-forming principle of the language system present at all its levels. Special attention is paid to the technology of interactive learning, which has great potential in reorientation and intensification of synonymy study, which is able to incorporate successfully elements of the other innovative technologies, creating prerequisites for a qualitatively new level of this phenomenon development. The article contains the scientific-theoretical and methodological sub-sections, aims to study in detail the methodological foundations and tools for working with synonymy at the Russian language lessons in high school on an interactive basis.

The issue of formation of regulative and cognitive universal learning activities in the Russian language lessons in the 6th grade using phraseological units is considered. The proposed tasks with the use of both traditional and new phraseological units in the lessons of the Russian language contribute to the formation of regulatory and cognitive learning activities.