Methods of Developing and Improving Students’ Lexical Competence

Аннотация

This article contains theoretical information that prepares the ground for the development of students' linguistic competence, serves to expand linguistic knowledge, creates a broader understanding of the division of words in the Uzbek language into types such as homonyms, synonyms, antonyms and paronyms according to their form and meaning relationships, improves control knowledge, and information on the effective implementation of training sessions entitled “Types of words according to their form and meaning relationships” to determine the stages of students' acquisition of knowledge about lexical competencies at 3 different levels: formative, developmental and improving. Keywords: Lexicology, sema, semaphore, polysemy, monosemy, lexical monosemy, homograph, homophone, lexical homonymy, homonymy, synonymy, dominant, antonymy, contextual antonymy, quasi-synonyms. acquired by primary education students in the Introduction: According to the curriculum of the "Lexicology" section is quite complex and broad in specialty subject "Mother Tongue" within the academic scope. Therefore, we found it appropriate to present plans of the Bachelor's program 60110500 – Primary observations based on a training session titled "Types Education in higher pedagogical institutions, the of words according to the relation between form and "Lexicology" section is designed to provide students meaning," in order to determine three levels with general knowledge about Lexicology. It includes (formative, developmental, and advanced) that the classification of words based on their semantic contribute to students’ acquisition of lexical relations (monosemous and polysemous words, competencies. semantic transfer phenomena such as metaphor, metonymy, synecdoche, irony, and functional According to the curriculum, this training session is synonyms); classification based on the relation intended for first-year students and is scheduled for 4 between form and meaning (homonyms, synonyms, hours. The main goal of the session is to provide antonyms); the historical development of the Uzbek students with an understanding of the classification of vocabulary (historical and modern layers, lexical Uzbek words based on their form and meaning into historicisms, archaisms, neologisms); active and types such as homonyms, synonyms, antonyms, and passive vocabulary of the Uzbek language, restricted paronyms, and to enhance their knowledge through usage vocabulary, dialectal words, occupational assessment and reinforcement. vocabulary, argot and jargon, as well as emotionally The pedagogical tasks targeted during the session and expressive and stylistically marked vocabulary the outcomes derived from students’ learning activities (commonly used words typical of oral and written are as follows: speech, means of expressing speech expressiveness, – Students are provided with theoretical information types of speech, and lexical features characteristic of regarding the fact that words in our language can be these types). The course aims to develop students' related to each other either in terms of meaning or theoretical knowledge, skills, and competencies in form, based on relevant linguistic evidence. As a result, lexicon-related topics. they successfully acquire this information at the It is evident that the theoretical knowledge to be required level. International Journal of Pedagogics 216 https://theusajournals.com/index.php/ijp International Journal of Pedagogics (ISSN: 2771-2281) – Through examples, it is explained that words forming examples. identical linguistic units in form but differing in d) Explain the division of ideographic semes into meaning are referred to as homonyms in linguistics. As integral and differential semes. Provide relevant a result, students learn to recognize that words with linguistic evidence. the same form but different meanings are homonyms. e) Define the concept of terminology, and discuss its – It is clarified using linguistic examples that words with expression and content aspects. different forms but identical meanings are called f) In what cases do the lexical meaning of a term and synonyms, and such similarities can also occur between the concept it expresses coincide? Explain with phrases, affixes, and syntactic units. As a result, examples. students successfully acquire the theoretical knowledge. g) How would you explain the phenomenon of lexical monosemy? What about polysemy? Support your – Theoretical information is also provided about words answer with examples. that differ both in form and meaning but are united by semantic contrast — these are known as antonyms — h) To which lexical units is the phenomenon of and about words that are pronounced similarly but monosemy typically applicable? Justify your view. differ in meaning, known as paronyms. Consequently, i) Under what circumstances does polysemy emerge? students fully acquire this information. Provide examples. Teaching methods, tools, forms, and techniques of t