Vocabulary Improvement of Primary Class Students in Language and Literature Lessons

Abstract

The purpose of this article is to examine the principles of vocabulary improvement during the teaching of linguistic and literary elements in primary school education. The study materials help elementary school students understand the basic laws of language and ensure they have a concrete understanding of words. The main innovations in this field, based on the experience of humanitarian education in Europe, have proven to be effective in terms of their concepts and practical implementation methods. It has been demonstrated that when learning new words, it is important to use elements of etymological analysis – an effective method of enriching vocabulary, which is an important way of explaining the meaning and spelling of a word. Systematic work in this direction results in the enrichment of students' vocabulary and the development of their speech skills while solving actual linguistic and didactic problems. In primary school, students are introduced to concepts such as synonyms, antonyms and homonyms in the most accessible form possible without the usage of any lexicological terminology. They are also introduced to paronym words, but younger students may not be sufficiently oriented to distinguish between the meanings of paronyms due to their similar pronunciation. As a result, work on clarifying the lexical meanings of paronyms is often unpredictable. To prevent this, teachers must meticulously analyze each text offered to students and identify words that require clarification. To reinforce the understanding of paronym word meanings, we suggest that students use them in sentences. Knowing the general meaning of a word is not always enough to understand it in particular context, as students may be unaware of the shades of meaning that words acquire in a respective example. The typical mistakes that students make when using words are often caused by teachers' insufficient attention to vocabulary work.