The formation of lexical competence in German language classes in grades 7-9 of a secondary school

Introduction. The practical application of a foreign language is an important element of communication in modern society. Therefore, when teaching a foreign language in school, great importance is given to the mastery of communicative competence. Lexical competence, as a component of communicative competence, is a key indicator of successful mastery of a foreign language and enables successful use of all types of speech activities. The aim of this study is to analyze the educational material for the formation of lexical competence in German language classes in school. To achieve this goal, the following tasks need to be addressed: study the scientific and methodological literature on this topic; describe the content of lexical competence; determine the place of lexical competence in the system of all competencies; analyze the stages of the formation of lexical competence; describe the methods of the formation of lexical competence; and determine the components of the formation of lexical competence. Methods. The theoretical works on the methodology of teaching foreign languages by the following researchers were studied in the writing of this article: I.L. Bim, I.P. Korotkova, G.V. Rogova, F.M. Rabinovich, T.E. Sakharova, E.N. Solovova, and A.N. Shchukin. Universal methods (analysis of the concept of “lexical competence” in theoretical literature, classification of tasks forming lexical competence in the German language Teaching Department, modeling tasks in accordance with the requirements of the Federal State Educational Standard for basic general education) and empirical research methods (observation of the work of a teacher in a secondary school, comparison of different complexity of tasks in the educational and methodical kit “Deutsch” for the formation of lexical competence, an experiment with a demonstration of a set of tasks developed by the author, a description of the results of the analysis of the tasks in the educational and methodical kit) were used to systematize the material and to describe the experimental and practical part. Analysis. The following stages are identified in the formation of lexical competence within the language framework: preparation (familiarization with new material), practice of material through training exercises, and consolidation (application of lexical units in various aspects of language activities). When teaching vocabulary, there are three components: linguistic, methodological, and psychological. When forming lexical competence, they are interconnected and ensure effective reproduction of the material that was previously trained under the guidance of a teacher. The methods of forming lexical competence include lexical exercises, working with a vocabulary (active and passive), games, associations, reading and memorizing poems, staging dialogues and polylogues, etc. Results. Analysis of the lexical tasks in the textbook “Deutsch”, edited by I.L. Bim, L.V. Sadomova, and R.Kh. Zharova for grades 7-9, showed that the quality of the completion of exercises forms the lexical competence of students, although some tasks are too simple or repetitive, which lowers their motivation when learning a foreign language.