APPLICATION OF THE COGNITIVE APPROACH IN TEACHING FOREIGN LANGUAGE VOCABULARY IN HIGH SCHOOL

Abstract

The article reveals how to use the cognitive approach in foreign language lessons when teaching the lexical side of speech. The work highlights the main provisions of the cognitive approach, as well as the advantages of using this approach in foreign language lessons in high school. The analysis of scientific articles and generalization of accumulated pedagogical experience allows us to state the fact that there are both positive and negative trends in the use of the cognitive approach. In this regard, the author identifies a number of problems and possible ways to improve the modern model when teaching foreign language vocabulary in high school. Teaching a foreign language at a university requires new educational solutions. This is primarily due to the fact that the specifics of this subject create favorable conditions for the implementation of various educational approaches and techniques, which can also be aimed at the formation of core competencies affecting the cognitive aspects of the personal potential of a future specialist, as well as his skills of successful interaction with society. That is why the most promising direction in teaching a foreign language today is the cognitive-communicative approach, combining knowledge of cognitive psychology and the methodology of the communicative approach.