THE PROBLEM OF DEFINING THE TYPOLOGY OF LEXICAL ERRORS OF THE NATIONAL UNIVERSITY STUDENTS DURING TEACHING ENGLISH
Abstract
The article deals with a problem of English vocabulary teaching at the linguistic university. There are described the elements of control over the mastering of the lexical material. The authors describe the problem of methodological typology of the lexical material. The lexical errors of four within language and two cross language groups of errors of the first-year students of the linguistic higher educational Institute are detailed in proposed typology.
About the Authors
I. O. Ilyasov
Dagestan State Pedagogical University
Russian Federation
Doctor of Pedagogy, professor, the chair of Theory and Methods of Teaching the Foreign Languages, DSPU
Russian Federation
Doctor of Pedagogy, professor, the chair of Theory and Methods of Teaching the Foreign Languages, DSPU
D. R. Rashidova
Dagestan State Pedagogical University
Russian Federation
postgraduate, the chair of Theory and Methods of Teaching the Foreign Languages, DSPU
Russian Federation
postgraduate, the chair of Theory and Methods of Teaching the Foreign Languages, DSPU
Z. I. Musaeva
Dagestan State Pedagogical University
Russian Federation
Candidate of Pedagogy, assistant professor, the chair of English, DSPU
Russian Federation
Candidate of Pedagogy, assistant professor, the chair of English, DSPU
References
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5. Rozendorm T. P., Lovinskaya M. L.. Typical lexical and grammatical errors of the first year students and their removal // Foreign languages at higher school, # 3. M., 1964.
6. Tovma E. L. Test in the function of exercising in teaching the foreign language vocabulary // Foreign languages at school. 1996, # 1. P. 17-23.
7. Practical Course of English / edited by prof. V. D. Arakin, M., 1972.
Review
For citations:
Ilyasov I.O., Rashidova D.R., Musaeva Z.I. THE PROBLEM OF DEFINING THE TYPOLOGY OF LEXICAL ERRORS OF THE NATIONAL UNIVERSITY STUDENTS DURING TEACHING ENGLISH. Dagestan State Pedagogical University. Journal. Psychological and Pedagogical Sciences. 2014;(4):103-105. (In Russ.)
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