Ключевое слово: «vocabulary acquisition»

The favourable outcomes of vocabulary acquisition can be produced if a variety of factors are taken into consideration. One of the major factors is a rich learning environment that enables language learners to interact with a wide array of contexts. Extensive reading has been used as a tool of widening learners’ vocabulary for many years, but now language teachers face a new challenge – a shorter attention span of their students, which makes the reading process burdensome to many of them. This fact encourages language teachers to switch to narrow reading, and one of the forms that can be easily implemented in the EFL classroom is reading newspaper articles. with the aim to enrich a learning environment due to their short length and a diversity of topics that they can cover. This article aims to prove that reading newspaper articles can foster efficient vocabulary acquisition.

When advanced language learners are introduced to new lexical items, they might face obstacles when using them in their own utterances due to the unclear concept of synonymy in English. Most of the synonyms in English are partially interchangeable, which is the reason for stylistic, syntactic, collocational, and semantic errors evident in advanced language learners’ spoken and written speech. This article examines the complexity of English synonymy, explores the errors that advanced language learners tend to commit, and offers strategies for language instructors to enhance vocabulary acquisition and mitigate the most frequent errors.

This article is devoted to the analysis of the effectiveness of integrating music into the educational process to increase students' motivation and assimilation of lexical material. The paper examines the theoretical foundations of the method, including Gardner's theory of multiple intelligence and the psychophysiological aspects of music perception. The data from empirical studies and meta-analyses are presented, demonstrating a statistically significant positive effect of music-integrated lessons on motivation and vocabulary memorization compared with traditional teaching methods. The article also offers practical recommendations for educators and identifies areas for future research.

The article examines the pedagogical potential of authentic texts as an effective tool for developing lexical competence in secondary school foreign language education. Lexical competence is a key component of communicative competence and includes not only vocabulary knowledge but also the appropriate use of lexical units in various contexts. Authentic texts created by native speakers provide meaningful exposure to vocabulary within natural linguistic and cultural settings. The study highlights linguistic and cultural differences that require differentiated vocabulary instruction. English vocabulary learning emphasizes stylistic and idiomatic usage, while Chinese focuses on culturally specific concepts. Authentic materials help integrate vocabulary learning with cultural context. The article also stresses combining intentional and incidental vocabulary acquisition for deeper processing and lasting results. Key criteria for selecting texts include relevance, age and proficiency appropriateness, lexical density, cultural value, and genre variety. Consistent use of well-chosen authentic texts, supported by systematic tasks, enhances lexical development and student motivation.

Informal contact with language via short-form video platforms such as TikTok has created a new environment for linguistic input, but the acquisition of incidental vocabulary through social media is understudied. The article explores incidental vocabulary acquisition in EFL students who consume this type of content. The authors investigate retained lexical items, facilitating factors, and learning limitations based on a survey of 20 participants. Results show that algorithmic repetition, emotional salience, and dual-coding input all have a significant effect on remembering vocabulary. However, the complete absence of acquired grammatical structures among respondents highlights the fundamentally unstructured nature of this type of input. The research concludes that short-form videos are effective as an addition to active vocabulary development but are not that useful as a substitute for explicit instruction.