Keyword: «vocabulary»

The article considers the conditions of both linguistic and psychological nature promoting the formation of potential vocabulary of students in non-linguistic University. Skills in any field of human activity are formed through exercises. When preparing exercises aimed at skills formation to expand vocabulary of students of non-linguistic higher education institution, you must consider some important factors that are considered in this article.

. It is noted that metonymy like metophores is also actively used in Kyrgyz proverbs. Proverbs express the generalization of some phenomena in a very brief condensed form, observing the rules of the statement with an accurate transmission of the idea. Therefore, proverbs can reflect a great idea briefly, but weighty. In such cases the role of polysemantic words is great. Metonymy is one of special ways to create such polysemy.

This article deals with types of speech activity based on the lexical material of the topic. The main goal of teaching vocabulary is revealed. The stages of work with lexical material are considered on the example of assignments for an extracurricular practical work with the introduction of a point-rating system for the second-year cadets on the topic «Armed Forces».

The article substantiates the differentiated approach to the correction of speech lexical structure violations in preschool children with general speech underdevelopment. The application of the differentiated approach in correctional speech therapy for children is considered. The authors analyse programs of corrective work with preschool age children having general speech underdevelopment.

The main task of teaching the Russian language in a national school is the development of coherent oral and written speech of students, since their speech development directly affects the mastery of other educational subjects. Practice shows that to date there is not yet an integral system of speech development for students of the national school, many of its aspects have not been sufficiently studied. Practice shows that it is the development of speech and the mastery of vocabulary that are the weakest link in the course of teaching the Russian language. This is evidenced by the large number of lexical errors admitted by them in Russian speech. The main difficulty in mastering vocabulary is not so much to comprehend and memorize a word, but how to learn to use it in speech (ie actively learn).