TOPIC: Theory and methods of working with creative exercises to

master professional vocabulary at the English lesson

ТЕМА: Теория и методика работы с творческими упражнениями по
усвоению профессиональной лексики на уроке английского языка

Introduction

Vocabulary is the foundation of every language. We may have poor

grammar, but we cannot say much if we do not know the words. As a result,
vocabulary growth takes up a large portion of language learning time. Lexical
errors are extremely common when using English vocabulary. Because the
vocabulary of a language is a vast and evolving body of information, the
prevalence of lexical errors far exceeds all other forms of errors. As a result, to
fully communicate in English, it is important to reduce the number of lexical
errors.
The current level of development of society requires a high quality of
teaching a foreign language in school. The relevance of the topic lies in the fact
that lexical acquisition when teaching English is an integral part of the process
of teaching English, aimed at developing the communicative competence of
students. That is why special attention should be paid to methods and forms of
vocabulary acquisition. The lack of vocabulary in learners leads to a decrease in
their ability to comprehend or express themselves clearly (Decarrico, 2001;
Nation, 2001).
Improving vocabulary among English language learners (EFL) is a
challenge faced by many universities. Several challenges and limitations have
been associated with the factors contributing to the level increase. Some
teachers lack information about a student's individual language strengths and
weaknesses (Sothan, 2015).
The object of the study is the acquisition of vocabulary at the senior stage
of learning English.
The purpose of the study is to identify various forms and methods of
work for mastering vocabulary with creative exercises at the senior stage of
teaching English.
The following research methods are used: theoretical
analysis and synthesis, classification method, system approach,
comparison, generalization, descriptive, pedagogical
experiment.
Theoretical methodological basis is represented by works of W.K. Penny,
M.P. Llach, G.S. Akhmetova, A.E. Bizhkenova, I.L. Suyunbaeva, A.S.
Nurmanbetova, O.L. Dobrynina, M. Seitova, P.M. Lightbown, N. Spada and
O.V Kiryushina.
 Scientific novelty: the working out of a system of forms and methods of
the correction on lexical errors of senior students in teaching English.
The conclusion generalizes the results of the study and includes a
summary of all the information in the paper.

Teaching foreign languages includes several aspects. One of these aspects

is vocabulary. In teaching foreign language speaking, it is vocabulary that
occupies an important place on which grammar is based. From a psychological
point of view, it is vocabulary that should be considered the most important and
essential, since it is impossible to master the language without a vocabulary.
The reason why vocabulary ranks first among other fields of knowledge
is that due to insufficient assimilation of some grammatical material, even if
there are grammatical errors in the word, there may be relationships between
people that they can understand with each other. And if we do not know the
vocabulary necessary to understand someone else’s speech or to express our
thoughts, then we cannot understand someone else’s speech, we cannot express
our own.
Therefore, in teaching a foreign language, the mastery of vocabulary is of
particular importance, so much attention should be paid to vocabulary. Of
course, it does not follow from what has been said that the acquisition of
vocabulary is in itself the goal of learning.
Errors can be classified according to various characteristics, grammatical,
lexical, phonetic, sociocultural, etc., errors in oral and written speech, errors that
disrupt communication and do not affect the communication process, and so on.
In this paper, the big focus is in the lexical error.
Lexical error analysis has become a significant issue among English
educators and scholars. It has garnered significant consideration and exploration
as a way of recognizing students’ requirements and advances in second
language acquisition. There is an increasing amount of research that focuses on
the lexical error English language students encounter.
Developing students’ oral and writing skills is very important when
teaching a foreign language. In this regard, it is very important to correct and
prevent lexical errors made by EFL students. People make mistakes when
speaking and writing in their native language, but they make even more
mistakes when communicating orally and writing in a foreign language. Of
course, it is nearly impossible for non-native speakers to communicate, form
correct sentences, and complete tasks correctly.
Even native speakers may tolerate deviations from the language norms,
but they rarely make mistakes when using basic language models. EFL teachers
are therefore obligated to develop and master the students’ ability to use the
main models of the foreign language.
The following are definitions and concepts of lexical error provided by
different authors and methodologists:
 M.P. Agustin-Llach defines lexical errors, as “the incorrect use of a
lexical item in a specific context as a result of confusion between two words,
owing to formal or semantic similarity and induced by mother tongue (L1) or
target language (L2) influence”.
Finally, lexical errors are a common problem for EFL students. These
errors happen when students misspell, mispronounce, or misuse words in
sentence. Such errors can cause a communication breakdown, which can be
upsetting for both the speaker and the listener. Understanding the various lexical
error types are essential for teachers since it helps them to spot weak points in
their students’ speaking and writing. Teachers can take steps to improve their
speaking and writing abilities as well as the clarity and efficiency of their
communication by becoming aware of the various lexical errors types that
students may make.

Research questions

In accordance with the object, subject and purpose of the study, the
following research questions were posed:

- What is the concept of lexical errors and how to correct it in the senior
stage of learning English?
- Why might it be important to develop your vocabulary?
- What causes students’ lexical errors?
- What creative tasks are suitable for mastering vocabulary in the English
class?