Using semantic paradigms as tools for foreign language teaching: theory and practice

Abstract

Relevance. The relevance of the aforementioned study topic is motivated by the progressive activity of mankind in terms of the development of the information society, the growing demand for foreign language skills and the problem of learning a foreign language, as the large amount of information that needs to be assimilated certainly slows down this process. Purpose. The purpose of this study is to evaluate the effectiveness of using semantic paradigms as tools for foreign language teaching; the existing developments that have been used to date and the results of their use. Methodology. The methodological approach is based on an analytical study of the use of semantic paradigms (examples are given of the use of semantic frequency dictionaries to increase the efficiency and speed of learning a foreign language) as tools for foreign language learning. Results. The main results that were obtained during the study can be considered: the evaluation of the effectiveness of the introduction of semantic paradigms and interaction with native speakers in the context of foreign language learning, the prospects of semantic paradigms in foreign language teaching among higher education representatives, along with the formed conclusions on how the use of semantic paradigms affects the quality of acquired knowledge. Conclusions. The results of this scientific research, as well as the conclusions formulated during its conduct, are of the greatest importance for people who pursue the goal of learning a foreign language for personal and professional purposes and for foreign language teachers who may use effective, non-traditional teaching methods in their practice. Furthermore, psychologists whose work centres on science and theory can broaden the scope of their studies on the example of this investigation.