Учебное пособие 1782

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lects a situation that shows the action of this unit in communication. When working with the text, for example, in the course of training, the emphasis is placed on its content-semantic side, with the help of tasks focused on the content (questions on the test " Explosives»):

What way is the transfer of energy from one layer of the substance to another in an explosive transformation?

In what way is the process of energy transfer like detonation? What impact is necessary to start the process of the explosion? What explosive only reacts to the detonation effect?

The principle of taking into account individual and age-specific features was considered in the group of general didactic principles, but, as it was noted earlier, this principle has some features. For example, in the work of A.V. Druzh "Account of national methodological traditions in the practice of teaching Russian as a foreign language in the conditions of the Russian language environment" [9] the account of individual mental characteristics is considered in several directions:

national and cultural peculiarities;

belonging to a denomination;

the predominant style of learning activities;

the predominant type of temperament;

the average index of intellectual development;

belonging to a community-based, tribal, national, state and regional societies.

As the researcher notes, the mental state of a person's personality is "a kind of background of some features of a specific cultural image of an ethnic group. National features are manifested in various components of the psyche, which allows for the possibility of their manifestation in the cognitive sphere. National peculiarities of cognitive activity are found in the process of socialization and provide a special mechanism for the transfer of socially significant cognitive experiences, called the national methodological educational traditions" [9, p. 81].

The principle of account of adaptation processes is realized in the process of training by gradual increase of educational load and creation of favorable psychological climate, and also by smooth transition from national-oriented methods of training to organizational forms of educational activity, characteristic for the Russian higher school. Thus, the teacher creates pedagogical conditions that contribute to the coordination of foreign students ' own values with the socio-cultural values of the Russian society, as well as the interaction of the teaching staff to assist foreign students at various social levels (educational and social) for adaptation to the University and to the new environment during the entire period of the study.

The following is a particularly important principle in the teaching of the described contingent (foreign military personnel in the engineering field) – professional orientation. This principle is not included in the system of general didactics, but is taken into account in secondary and higher education in the organization of the learning process. The inclusion of the principle of professional orientation in the number of specific ones is due to the fact that the age and psychological characteristics of foreign soldiers determine the "formation of a conscious need" [7, p. 121] in higher education, in this case, engineering profile. Professional orientation of training, of course, has a strong stimulating (motivating) effect on students, encourages active participation in educational activities.

Implementation of the principle of professional orientation is carried out in the selection of training materials for classes through lexical, thematic content of texts for reading, topics and situations of communication, professionally-oriented tasks. The professional orientation should be carried out a little earlier, which is taken into account by us in the selection of vocab-

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ulary and texts in the training manual, as well as the adjustment of the content of training, through the analysis of training programs of foreign soldiers of basic courses.

This principle was also taken into account in the planning of training sessions. We list the main methods by which the principle of professional orientation in the process of experimental training of foreign military personnel in the Russian language was implemented:

1.Techniques based on the demonstration of the use of models of military equipment

("Combined radio R-142NMR", "Machine long-range radio BMD-1R", "Self-propelled artillery 2S9 "Nona-S", "Mi-8 Helicopter", etc.), the manifestation of military action ("Nuclear underwater explosion", "Nuclear underground explosion", "Nuclear high-altitude explosion", etc.), schemes ("Classification of military conflicts", "Restrictions on the conduct of military operations", etc.).

2.Reading texts, the content of which is connected with such disciplines as: military topography, general tactics, tactics of engineering troops, fortification, explosive business, disguise, engineering barriers, automotive training, military roads, bridges, crossings [11], the provision of language models necessary for professional communication.

Thus, the experimental training was organized taking into account the specific principles of professional orientation of training, taking into account the level of proficiency in the language of learning, communication, accounting of adaptation processes.

These principles of training are implemented in practice with the help of well-thought-out techniques and properly selected means of training, taking into account the specifics of the trainees.

Conclusion.

Thus, in the course of the present study among the basic and specific principles of teaching Russian as a foreign language to military engineering profile students some dominant principles were identified: functionality, science, continuity, consistency and systematicity, consciousness, activity, individualization, visibility, strength, accessibility and feasibility, intercultural interaction, taking into account the level of language proficiency of the students, the principle of communication, taking into account the adaptation processes, professional orientation.

Each principle is implemented by a particular system of actions (methods) [12], which include the selection of content of educational material on the parameters of the fundamental values for the future educational and professional activities; designing types of exercises, tasks and development of the test control system; formulation of the objectives of the lesson, the students’ pronunciation of the actions performed on the stage of the development of knowledge and skills, independent learners’ generalization of the material studied; the use of fully absorbed technology; the use of language (verbal and speech) and non-linguistic (subject-visual) visibility; the inclusion of materials to help in solving communication problems in various situations of communication; the selection of educational material, taking into account age, intellectual abilities of the students; the organization of a gradual increase in the educational load, creating a favorable psychological climate in the educational group; the choice of texts, communication situations and tasks, focused on the specialty. The expediency of their use is explained by the growing role of professional communicative competence of the future specialist, the need to create an effective system of professionally-oriented teaching of Russian as a foreign language.

The educational process should be built in accordance with the chosen principles, which, in turn, should take into account the specifics of the contingent of the trained, and obey the logic of the goals and objectives. The success in the implementation of the requirements of profes- sionally-oriented training and the achievement of the effectiveness of teaching Russian as a foreign language in general depends on the extent to which the teacher fully adheres to the principles defined at the beginning of training.

The principles presented in this study are the beginning of the organizing joint activities of the teacher and foreign soldiers of engineering profile in the process of language learning.

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References

[1]Feoktistova T.V. Printsipy obucheniya inostrannykh studentov v ramkakh predvuzovskoy podgotovki / T.V. Feoktistova // Vestnik Kazanskogo tekhnologicheskogo universiteta. – 2013. – № 16, T. 21. – S. 359-361

[2]Passov E.I. Kommunikativnyy metod obucheniya inoyazychnomu govoreniyu. 2-e izd. – M.: Prosveshchenie, 1991. – 223 s.

[3]Danilenko L.P. Netraditsionnye metody obucheniya inostrannomu yazyku na primere kommunikativnoy igry / L.P. Danilenko // Nauchnyy vestnik Voronezh. gos. arkh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovaniya.

–2017. – vyp. 4 (36). – S. 108-117.

[4]Massalova A.E. Osobennosti razvitiya uchebnoy motivatsii na urokakh russkogo yazyka kak inostrannogo dlya voennosluzhashchikh inzhenernykh spetsial'nostey / A.E. Massalova // Formirovanie inzhenernogo myshleniya. Pedagogicheskoe obrazovanie v Rossii. Vypusk 12. – Ekaterinburg: Nauchnoe izdanie FGBOU VO «Ural'skiy gosudarstvennyy pedagogicheskiy universitet». – 2016, S. 110-114.

[5]Printsipy obucheniya. Metody i sredstva obucheniya, URL: http://kpip.kbsu.ru (data obrashcheniya: 17. 08. 2017).

[6]Zen'kovich N.A. Byla takaya armiya: kniga-epitafiya // M.: OLMA-PRESS Obrazovanie. – 2004, 410 s.

[7]Surygin A.I. Osnovy teorii obucheniya na nerodnom dlya uchashchikhsya yazyke. – SPb.: Zlatoust, 2000, 230 s.

[8]Massalova A.E. Russkiy yazyk kak inostrannyy. Chtenie: Uchebnoe posobie dlya studentov voenno-inzhenernogo profilya / A.E. Massalova // Tyumen': Izdatel'stvo TVVIKU, 2018, 198 s.

[9]Druz' A.B. Uchet natsional'nykh metodicheskikh traditsiy v praktike prepodavaniya russkogo yazyka kak inostrannogo v usloviyakh russkoy yazykovoy sredy: Dis.... kand. ped. nauk. – M., 1991, 190 s.

[10]Borodkin V.I. Izmeneniya v potrebnostno-motivatsionnoy sfere lichnosti pri adaptatsii k uchebno-vospitatel'nomu protsessu: dissertatsiya ... kandidata psikhologicheskikh nauk.

–Minsk, 1988, 218 s.

[11]Zaritskiy V.N. Obshchaya taktika: uchebnoe posobie / V.N. Zaritskiy, L.A. Kharkevich. – Tambov: Izd-voTamb. gos. tekhn.un-ta,2007. – 184 s

[12]Dzyuba E. V., Massalova A. E. Psikhologo-pedagogicheskie, sotsiokul'turnye i metodicheskie osnovy prepodavaniya russkogo yazyka kak nerodnogo / inostrannogo // Filologicheskiy klass. – 2017. – № 3 (49), S. 41 – 47.

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UDC 803.0 : 37. 022

SOME ASPECTS OF THE TEACHING OF THE GERMAN LANGUAGE AS A SECOND LANGUAGE IN A TECHNICAL UNIVERSITY

V.I. Chechetka

____________________________________________________________________________

Voronezh State Technical University (VSTU)

PhD in Philology, Associate Professor, Associate Professor

of the Department of Foreign Languages and Technology of Translation Valentina Ivanovna Chechetka

e-mail: ChechetkaValentina@yandex.ru

__________________________________________________________________________

Statement of the problem. The article discusses the various approaches and methods of teaching German as a second foreign language (for the learners of English), proposed by Russian and foreign linguists and indicating the need to review some of the provisions of teaching German as a second foreign language. The article analyzes the language characteristics of English and German at the phonetic, grammatical and lexical levels.

Results. After analyzing the factors of learning and studying German as a second language after English, we have identified the following basic principles: the principle of support and comparative connection with the first foreign language, individualization of learning, cognitive principle. The basic forms of organization of the content of training, methods in which students were able to gain experience in the formation and improvement of learning strategies have been determined.

Conclusion. The process of learning German as a second foreign language after learning English should be based on the activation of cognitive processes – association, comparison, matching, search, analysis, etc. Parallel learning of German and English has a number of advantages for students, which are based on the linguistic similarity of the two languages.

Keywords: German as the second foreign language, linguistic features of the language, phonetic, grammatical, lexical levels, matching, comparison,analysis, cultural phenomena.

For citation: Chechetka V.I. Some aspects of the teaching of the German language as a second language in a technical University / V.I. Chechetka // Scientific Journal “Modern Linguistic and Methodi- cal-and-didactic Researches”. – 2018. - №2 (21). – P. 67-76.

Introduction.

In Russia today, the study of a second foreign language in the system of higher education is becoming more urgent. Russian Universities strive to prepare competitive specialists presenting the results of advanced engineering activities in a foreign language.

At present, internationalization of higher educational institutions is proclaimed again and again. And it is based (among other things) on the principle of multilingualism. A good specialist should have mastered German, English, French and other foreign languages. From our standpoint, the choice of German as the second foreign language in a technical University is extremely relevant, and it is not accidental. Throughout the world, German as the foreign language is studied in most cases after learning English, usually as a third or further language, and sometimes as a second language. Why is it German? The German language has played a significant role in the scientific sphere since the end of the last century. The FRG makes a great contribution to scientific research developments, and, importantly, it allocates scholarships for investigations to foreign scientists. The German Academic Exchange Service (DAAD), Goethe Institute and its branches/offices around the world offer a wide range of scholarship and practical experience programs for improving qualification of postgraduate students and students. Therefore, we can rightfully say that Germany is the most open for Russian specialists in the field of education, science, advanced training and is a promising partner for Russian Universities and enterprises [1].

___________________

© Chechetka V.I., 2018

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Knowledge of the German language and the possibilities of integration are in the direct connection: knowledge of the German language often facilitates contact with neighbors or people in region. It often helps in working with authorities, doctors or teachers of their children and gives an access to information. Knowledge of the German language is a prerequisite for successful vocational education and it opens the ways to the labor market.

Methodology of the study.

The article deals with the investigation of the comments on the study of German as the first and/or second foreign language (after learning English) at a technical higher educational institution. The subject of the investigation is the linguistic characteristics of the English and German languages at the phonetic, grammatical and lexical levels.

The material for the research is the lexical corpus of the German and English languages, the Large German-Russian Dictionary, the Oxford English Dictionary, and on-line dictionaries. When conducting the research, the methods of observation, interpretation and semantic analysis of linguistic units have been used.

The results of the study.

The tool for realizing the goal and the main tasks of teaching German as the second foreign language is the general methodology supplemented by a set of specific principles that are used in teaching English. The theoretical and practical analysis of the factors of teaching and studying German as the second foreign language allowed us to assert that the principle of support and comparative connection with the first foreign language, the principle of individualization of teaching, as well as the cognitive principle are fundamental ones.

The following linguistic features of the language: Latin written language; presence of the common layer of the vocabulary of the Germanic origin; some common points in pronunciation; the presence of grammatical phenomena, close in structure and semantics; the similarity of speech patterns being studied at the initial stage, etc. are the main prerequisites for the successful mastering of German (hereinafter the GL), as the second foreign language, on the basis of English (hereinafter the EL) in the conditions of a technical institution.

Unfortunately, Russian society does not pay much attention to the problem of teaching and training the second foreign language in non-linguistic Universities [2, 3]. At the same time, it should be noted that effective methods of teaching foreign languages (hereinafter the FL) have been improved in recent years, and important psychological and methodological studies have also been conducted [4, 5, 6, 7].

Numerous discussions on the development of the didactics of multilingualism are closely connected with the research goals characteristic of the last 30 years and with the development of the perspectives for teaching foreign languages. Traditional linguistic didactics was more likely focused on the problems related to the teaching material (for example, the classification of grammatical material), teaching issues (development of obligatory and unified teaching methods), and control (testing of the mediated material and its estimation).

The problems of teaching the German language in general and the second FL, in particular, are discussed today at various levels. Modern approaches and principles of teaching the GL as the second FL after learning English are analyzed. The well-known Germanist D. Resler, for example, believes that the basis for teaching the GL as the second FL should be, first of all, the similarity between the GL and the EL, the mutual influence and interpenetration of languages and cultures, lexical and grammatical parallels [8]. G. Stikel notes that teaching the GL as the second FL should be built on "the contrast with other languages" [9]. In this case, the emphasis should be placed on "difficult moments", e.g. on grammar, morphology, syntax, which is clearly seen when comparing the German texts with the English ones.

In our practice, traditional methods are combined. Each grammatical theme is introduced and consolidated by several exercises, which are built "on each other". Basic and especially complex grammatical themes are always reviewed. Many exercises and texts are created independently, according to the needs of each student or group. Students receive homework and

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write tests that are always checked. For all levels, information on German-speaking countries, with a focus on Germany is provided.

Consider some examples.

Conferences (with audio recording): students express their opinions on a particular theme or problem. The preparation for this is the following: learning the vocabulary and linguistic cliches on the topic and some rhetorical elements, as well. The effect of training is: after participating in several conferences, students will not be afraid to speak in front of an audience and conduct long monologues.

Newspaper vocabulary (for advanced students and groups): students read newspaper articles on various themes (politics, environmental protection, etc.), learn an important vocabulary for these topics and consolidate it with the help of exercises. They read and listen to the texts relating to the present time, discuss and retell them. This vocabulary is very important for students if they want, for example, to study or work in Germany.

Home reading: Students read books, learn vocabulary and consolidate it with the help of exercises. Books are divided by us into parts, each part is "processed" and retold. It should be emphasized that this fact motivates reading the whole book in German, understanding everything, and at the same time it is an entertainment. Regardless of whether students read criminal stories or scientific-and-popular literature, no matter whether he/she is a novice or an advanced one, young or old, reading is available to everyone. Reading provides variety during classes.

Spontaneous discussions on the topic with the given vocabulary as the help (audio recording), etc.

Thus, the case in point is not on creating a new methodological concept, but on determining the factors that influence the teaching and learning of the GL as the second FL. The determinative factors include the peculiarities of linguistic and regional geographical material, the peculiarities of the target group, the conditions of teaching, etc.

As the practice of teaching the FL shows, the presence of even the elementary knowledge of the EL guarantees students a more effective mastery of the GL. At the same time, noteworthy also are a number of characteristic differences that are expressed at different levels. Consider these differences.

Phonetic level: spelling, stress in words, intonation in sentence, etc.

It should be emphasized that sounds, stress and intonation of the EL and the GL are similar. But the sound "D" in the words this, thing, that does not exist in the GL, so many students may have some difficulties in pronouncing such words. German words beginning with "w" are pronounced as "v", which explains the incorrect pronunciation of such English words as we, wine as v and vine. In studying the second FL, various comparisons, for example, letters (the presence of vowels and consonants), the length and the shortness of the vowels, different combinations of letters, doubled consonants and many others, which are present both in the GL and the EL, must be taken into account. Compare some of them:

1)a doubled consonant is pronounced with one consonant sound: [g],[p] (digging, Lip-

pe),

2)vowels differ in length and shortness: sleep-slip, Lid-Lied,

3)the presence of diphthongs: English: [ei], [ai], [oi], [au], [əu], [iə], [uə], [eə]; German: ei, ai, eu, äu.

Note that both in the GL and in the EL there are diphthongs [ei], [ai], [oi]. But since in

the GL, there are no special rules for reading vowel letters in the stressed syllable, it is enough to master the reading of letters and some letter combinations to read German.

On the other hand, it is impossible to exclude the possibilities of appearing incorrect analogies. In other words, the incorrect transfer of some phenomenon from another language, for example, incorrect stress or reading some letters and word combinations. Cf.: in the English word "technology", the stress falls on the first "o" sound, while in German, the word "Technol-

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ogie" has the stress on the last syllable. Moreover, in these words, one and the same grapheme "ch" is read and pronounced in different ways. In the German version, this is the sound [x], in English - [k].

Compare some peculiarities of reading in the GL and in the EL:

1)in the EL, the vowel e at the end of the word, as a rule, is not readable; in the GL, there is no such an unpronounceable vowel at the end of the word:

2)in the EL, a doubled vowel or a combination of vowels give a long vowel sound, and in the GL, except for a doubled vowel, the length may also be indicated by the letter h

3)words similar in pronunciation (if the peculiarities of the articulation of sounds in the EL and in the GL are not taken into consideration):

6) in the EL, the verbs ending with a consonant or with an unpronounceable vowel that have the ending - (e) n in the GL:

The EL

come

go

bring

Thus, knowledge and skills acquired during the study of English, as the first FL, are the additional reference material, with which it is very convenient not only to draw analogies, but also to focus attention on the differences between the languages. Therefore, to master reading the GL, it is sufficient to pay attention to some of its peculiarities.

Grammatical level: the frame construction of sentences, word order in complex sentences, the article, etc.

Compare some grammatical similarities and differences between the EL and the GL. One of the most common problems for students learning the GL is the right choice of the tense for

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speaking about events in the past. As a rule, in the colloquial GL, the Past tense (Perfect) is used. Ich habe ein Bier getrunken. In the EL: I have drunk some beer.

Note that the GL is inflective, i.e. in accordance with the function in the sentence, most parts of speech are changed. In the EL, in most cases words remain unchanged.

The GL has three types of the order of words in the sentence, which do not exist in the EL [3, 4]:

in a German sentence, the main verb of it must be the second element. This requires an inversion of the subject and the predicate. For example: Manchmal komme ich mit dem Taxi in die Universität. (Sometimes I come to the University by taxi.);

in the subordinate clause, the main verb of it must be the last element. For example:

Ich fühle mich schlecht, weil ich zuviel Tee getrunken habe. (I feel bad because I have drunk too much tea.);

in a German sentence, the last element of it must be the past participle (Partizip II). For example: Wir haben ihn nicht gesehen. Cf.: in the EL: We have not seen him.

It should also be emphasized that there is the case system in the GL. So, for example, the

English sentence: "An old man gave an apple to a little girl" can be expressed in German in the following ways:

a)Ein alter Mann gab einem kleinen Mädchen einen Apfel.

b)Einem kleinen Mädchen gab ein alter Mann einen Apfel.

c)Einen Apfel gab ein alter Mann einem kleinen Mädchen.

In the modern GL, a number of grammatical correspondences of the EL are observed in the formation of the comparative and superlative degrees of comparison of the adjectives and the adverbs. Cf.: in the EL and in the GL, when creating the comparative degree of the adjectives and of most adverbs the suffix -er is added, for example: dick / dicker (thick / thicker), klein / kleiner (small / smaller)

When forming the superlative degree in the GL and in the EL, the suffix -est is used, but in German, "e" changes its place and is added to the ending of the adjective: (der) dickste (the thickest), (das) kleinste (the smallest). Compare:

But there are exceptions, when the degrees of comparison are not formed by the rule. For example, in the EL: good - better – the best, in the GL: gut - besser - (am) best(en) or in the EL: much - more – the most, in the GL: viel - mehr - am moisten.

Note that in the GL, as opposed to the EL, to form the comparative degree, "mehr (more)" is never used with the other attribute. In the EL, to form the comparative degree of the adjectives with two or more syllables "more" is used: more beautiful, more intelligent, more interesting. In the GL, the ending "-er" is used: schӧner, intelligenter. Consider the following examples:

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Grammatical correspondences in the EL and in the GL are also traced in the verb system. The ways of the formation of the past tense and the formation of some irregular verbs (strong in the GL) are similar in the two languages. Compare:

It should also be emphasized that in the EL and in the GL the numerical system is similar, in contrast to our native Russian language or, for example, French. Compare the numerals from 10 to 20: in the EL: ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. In the GL: zehn, elf, zwölf, dreizehn, vierzehn, fünfzehn, sechzehn, siebzehn, achtzehn, neunzehn, zwanzig.

Other grammatical peculiarities of the GL and the EL include:

the presence of articles; their classification into the definite/indefinite article (an egg / ein Ei; the Sun / die Sonne);

the need for a verb-copula (She is ill / Sie ist krank);

the presence of the prefixes for some verbs; the particles of English phrasal verbs correspond to the prefixes of the German verbs (cf .: take off, sit down; ein\laden, ab\holen);

the concept of modality and the specific character of using modal verbs, etc.

Lexical level.

Some similarities and differences are also observed when using some lexical units in the EL and in the GL. Compare: the English word card and the German word (die) Karte. In the EL and in the GL, it has the following meanings: a playing card; a post card; a visiting card; a plastic card. However, in the GL, die Karte can also be used in the meaning of a ticket to the cinema, theater, and the English word card is not used in this sense, the word ticket is used in this meaning.

Consider another example: in the GL, Handy (the noun) is a mobile phone, and in the EL, handy (the adjective) means accessible; close, comfortable; useful; easily manageable, skillful, deft, it has no meaning “phone”.

It is interesting to note that a large number of words in the EL and in the GL have a great similarity. Cf.: "I am eating an apple, you are drinking milk" and "Ich esse einen Apfel, du trinkst Milch" ("I eat an apple, you drink milk").

Thus, the linguistic affinity of the EL and the GL should be regarded most probably as a methodological advantage. Dwell on this fact.

Being historically cognate languages, the EL and the GL belong to the family of the West Germanic languages, i.e. have a common origin at the time when there has only been taking place the formation of linguistic signs. Therefore, the most popular words, thematically reflecting the phenomena of everyday life (food, drinks, nature, weather, body parts, health, plants, animals, clothing, the days of the week, the designation of the relations of cognation, etc.) are Germanisms which are mutually understandable. The student who knows such words in English as hand, milk, father or Monday does not have any difficulties in understanding the German equivalents: Hand, Milch, Vater or Montag.

Students also analyze Americanisms with great enthusiasm. They usually include the numerous concepts which were borrowed by the GL from the EL in the form of foreign words under the influence of the US in the period after the Second World War. For example: Jazz,

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Jeans, Party, Interview, cool, Computer, etc. This influence is especially evident in such lexical fields as fashion, sports, technology, media, pop-culture, etc.

In this respect, noteworthy is the layer of internationalisms. The EL and the GL have an extensive joint fund of popular borrowings in the form of foreign words, primarily from the Greek and Latin languages, for example: music/Musik, police/Polizei, taxi/Taxi. Internationalisms are also determinative ones for the whole groups of words, such as the names of months, school subjects, medical and legal terminology, and so on.

The following methodological possibilities for teaching the GL as the second FL, after learning English, follow from the similar lexical cognation of the EL and the GL:

to follow the basic methodical rule "from the known to the unknown",

to activate students’ initial knowledge of English and to give them an opportunity to reflect on "conceivable German borrowings" - a guess based on erudition,

where it is rational, one can additionally use the material of the Russian language in a contrasting aspect.

Students can be invited to perform the following presentations of the new lexical material

on the worksheets with some assignments. For example:

to fill the squares of the family tree (semantic field "family") with the lexical materi-

al,

to make up a personal list of products for a trip to a store (the semantic field "food/ drinks"),

to describe one’s own apartment (semantic field "housing"),

to pack a suitcase for a summer/winter trip to rest/by exchange or together with a friend

to talk about what clothes for a party, for a visit, for a date or for home (semantic field "clothes").

In this case, the known words of the EL are used as a wand-rescue at the first acquaint-

ance and understanding of unknown words of the GL, no additional explanations of the teacher being required. Most importantly, the method of semantization already works at the initial stage [10]. We also refer to the method of literal transfer from the EL to the GL when performing numerous receptive lexical exercises in a game form, which is the most optimal from the standpoint of didactics:

the recognition of words in lexical chains, games for guessing words or recognizing the words in a so-called “salad” of letters;

making up lexical puzzles;

correlation of words and pictures/images;

dramatization of the semantics of words and their guessing by students.

Students can be offered some productive text exercises that involve the use of knowledge of the EL when expanding the vocabulary of the German language. For example, to use such game forms as:

to pick up the inscriptions to pictures;

to compile creative tasks for writing poems using specific words;

to make up a collage on the topic and describe it to the classmates;

to write a story in pictures, etc.

Thus, the GL and the EL have a large common fund of similar vocabulary, which greatly facilitates the understanding and using new words.

One of the main factors that also influence the study of the FL in general, and the GL as the second FL after learning the EL in particular, is the peculiarity of the target group. In this connection, the principle of individualization should be mentioned. In their works, S.E. Barinova, N.D. Gal'skova and G. Noiner show the need for taking into account the principle of individualization in teaching the second foreign language [6, 11, 12]. The necessary condition for

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