METHODOLOGY OF LEARNING VOCABULARY WITH A REGIONAL COMPONENT IN ENGLISH LESSONS

Abstract

The objective of the article is to describe the author’s experimental methodology of work with vocabulary that includes a regional component (Far Eastern region) for students of the third and final stage of general education in Russia (grades 10-11). The relevance of the study is determined by the unflagging interest of teachers, cultural scientists, linguists and methodologists in the lexicon of their native land. The appeal to the richness of the region expressed by the diversity of the flora of the Far East is of particular relevance. The methodology is offered to teachers working in secondary schools, gymnasiums and lyceums with advanced study of foreign (English) language, proposed level A2+, B1. On the example of plants of the Far Eastern taiga, the exercises are shown, which contribute to familiarising and engaging the student in the diverse world of the Bolshekhehtsir State Nature Reserve (Khabarovsk Krai, Russia), which contributes to the development of the imagination, the formation of effective reading, writing, parsing syntactic and grammatical constructions not previously encountered in the educational texts offered as part of the compulsory school curriculum, as well as improving speaking skills, forming a judgement, defending personal opinion.