WORK ON STABLE VOCABULARY IN THE NATIONAL SCHOOL

Abstract

The article talks about stable free phrases studied in the national school. It is proposed that work on phraseological units should be carried out together with vocabulary work. It is very useful to compile a special dictionary, where the student gradually introduces learned phraseological expressions, arranging phraseological units associated with a verb by verb, phrases with a definition and a defined word - by the initial word, as well as interjection and adverbial phrases. By showing the types of connections in free phrases, the teacher must ensure that students can easily handle them, form them (find some adjective definition for a given noun, an addition for a verb, etc.), change them (put these phrases a noun with a plural adjective, put a verb in the form of the present tense, past tense, etc. in combinations of a verb with a noun), use them in coherent speech (make sentences with these phrases). Work on phraseological units should be carried out all the time and go from easy to difficult. When reading a text, the teacher should always draw students’ attention to stable phrases. The teacher’s explanations at this stage come down mainly to explaining the concept itself, expressed by a set phrase, and drawing students’ attention to the use of certain words in a particular phraseological unit that are usually understandable to them. Practical mastery of this material is also extremely important, because such phraseological units will appear quite often. When mastering a particular phraseological unit, it is important to point out the ability of component words to change the grammatical form. When working on phraseological units and set sayings in a national school, the question may arise about their translation and compliance with phraseological units of the native language.

Extended abstract:

This study explores the significance of phraseological units—stable word combinations—in teaching the Russian language in national schools of Tajikistan. Phraseological units are not only vital for vocabulary enrichment but also serve as a reflection of cultural identity, historical heritage, and national mentality. In an era of globalization, where foreign languages and cultures increasingly influence local traditions, preserving native languages becomes imperative. Phraseological units, which often lack direct equivalents in other languages, play a crucial role in maintaining the uniqueness of a language and its cultural nuances.

The research underscores that teaching phraseological units helps students deepen their understanding of both the language and the culture of their people. This fosters national identity, strengthens historical connections, and enhances students' speech culture, which is essential for effective communication in modern society. The study emphasizes the need for systematic integration of phraseological units into vocabulary exercises and language lessons in national schools.

The research methodology combines theoretical analysis of existing approaches with pedagogical experiments, surveys, observations, and content analysis of educational texts. The study is conducted in three stages: preparatory, main, and concluding. The preparatory stage involves defining the problem and selecting educational materials. The main stage focuses on implementing innovative teaching methods and conducting lessons. The final stage analyzes the results and formulates recommendations for improving teaching techniques.

The expected outcomes include improved mastery of phraseological units, enriched vocabulary, and increased student motivation through cultural and linguistic engagement. The practical significance of the research lies in its potential to enhance the quality of Russian language teaching in national schools, offering valuable insights for educators and curriculum developers.

The study also addresses the challenges of teaching phraseological units, particularly their metaphorical nature and the difficulty of translating them into students' native languages. Three translation approaches are proposed: conveying the general meaning, finding equivalent expressions in the native language, and providing literal translations with explanations. The choice of approach depends on the context, with literal translations being more suitable for literary texts to preserve the imagery of the original expression.

In conclusion, the research highlights the importance of phraseological units in developing students' linguistic and cultural competence. The proposed methodologies not only enhance language skills but also foster a deeper appreciation of cultural heritage, making them valuable tools for language education in national schools and beyond. Further research is recommended to adapt these methods for different age groups and proficiency levels, as well as to explore interdisciplinary connections with literature and history.