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Bibliographic list

1.Shlejermaher, Fridrih. Rechi o religii. Monologi, Izd. «Aletejja», Sankt-Peterburg, 1994, 336 c.

2.Hajdegger, Martin. Vremja i bytie. Stat'i i vystuplenija, Izdatel'stvo «RESPUBLIKA»,

M. 1993. – 447s. – (Mysliteli HH v.)

3.Gadamer H.-G., Istina i metod. Osnovy filosofskoj germenevtiki, M.: «Progress»,

1988. – 704 s.

4.Dublet, David R. Germenevticheskij krug: o granicah interpretacii i uslovijah ponimanija – stat'ja v sb. Teorija i metody v social'nyh naukah, M: MGIMO (Universitet), «Rossijskaja politicheskaja jenciklopedija» (ROSSPJeN), 2004 – 288s.

5.Kont, Ogjust. Duh pozitivnoj filosofii (slovo o polozhitel'nom myshlenii) – Rostov n/D: «Feniks», 2003. – 256 s.

6.Fomina Z.E. Meteorologicheskie poslovichnye primety s imenem svjatogo v nemeckom lingvokul'turnom soobshhestve / Z.E. Fomina // Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. – 2015. – vyp. 2 (26). – S. 129-146.

7.Baranov P.P., Kurbatov V.I., Logika dlja juristov. Uchebnik. – Rostov-na-Donu: RJuI MVD Rossii, 2002. - 624 s.

8.Bogin G.I. Filologicheskaja germenevtika. Kalinin. KGU, 1982. – 50 s.

9.Arnol'd I.V. Semantika. Stilistika. Intertekstual'nost'. Izd. 2-e. –M.:Knizhnyj domL

«IBROKOM», 2010. – 448s.

10.Bahtin M.M. Problemy pojetiki Dostoevskogo. - M.: Sovetskaja Rossija,1979.320s.

11.Rekosh K.X.. Vlijanie tolkovanija na pravovoj diskurs. Vestnik MGIMO-

UNIVERSITET №6 (21) 2011, s. 209-216. http://www.vestnik.mgimo.ru/sites/default/files/vestnik/2011-21-6.pdf.

Analysed sources

1*.Arrêt Lehideux et Isorni du 23 septembre 1998 Internet resurs http:// www. rtdh. Eu /pdf /19980923_lehideux-isorni_c_france.pdf (12.05.17).

2*. Convention de sauvegarde des droits de l’homme et des libertés fondamentales Rome,

4.XI.1950 Internet resurs. http://www.echr.coe.int/Documents/Convention_FRA.pdf (12.05.17).

3*. Du fils à retordre par Lauriane Gaud. Le canard enchaîné du 4 mars 2011.

4*. Arrêt de la Cour (grande chambre) du 24 mai 2011. Commission européenne contre République française. Affaire S-50/08 http://eur-lex.europa.eu/legal-content /FR/ ALL/ ?uri= CELEX %3A62008CJ0050.

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METHODS AND DIDACTICS

UDC 81`33

THE PROBLEM OF PERSONALIZATION IN TERMS OF INCLUSIVE FOREIGN-LANGUAGE TEACHING

G.V. Sorokovykh

_________________________________________________________________________

Moscow City University,

Professor, PhD (doctor of pedagogics), the French Language and Linguodidactics department, Institute of Foreign Languages,

Galina Viktorovna Sorokovykh e-mail: sorokovykh@mail.ru

____________________________________________________________________________

Statement of the problem. The paper covers the issues of personal approach in terms of inclusive foreignlanguage teaching, related to the changes in Russian education and society of present today.

Results. The article characterizes learner-centered teaching, features the priorities of present-day foreign-language teaching, related to adjustment of educational content within foreign language learning by the students with specific problems. The paper presents the ideas how to develop special adjustive programs of foreign language teaching in terms of inclusive teaching, which are a suite of academic documents on main characteristics of education process: type, trend, level, content, planned outcomes, teaching-management terms, forms of certification.

There is a special focus on the necessity of projecting of the individual educational trajectory, revealing forms of personal approach in foreign-language teaching.

Conclusion. Individualized teaching in terms of inclusive teaching is not just a technological feature of modern teaching process, but first and foremost is a term, a process and an outcome of self-fulfillment in education, in his active and creative life stance.

Key words: personalization of teaching, individualized teaching, personal approach, individual educational trajectory, inclusion, foreign language learning on the basis of adaptive program.

Introduction. Within the framework of a learner-oriented teaching, the main problem is the personalization of the foreign language teaching in the context of inclusion. It should be said that the problem of the learner-oriented education is not new, but today we are talking about it again and again, as it remains one of the most significant and important question in the education and upbringing of students with special educational needs. In the world practice, there have been several attempts to put the idea of learner-centered learning into practice. For example, approaches to upbringing by J. Dewey, J.Zh. Rousseau, G. Pestalozzi, M. Montessori, K.D. Ushinsky, etc. Despite all the differences in the concepts of these teachers, they are united by the desire to educate a free person, to make a learner the center of the teacher’s attention during the educational process, to provide a pupil with an opportunity for active cognitive activity through creativity, through independent expedient activities (Dewey, Vecman, Pinkevich, Montessori, Ushinsky) . The humanistic orientation in foreign pedagogy is represented by the Waldorf School, the S. Frenet School, P. Peterson, Tomorrow's Day by D. Horvard, the Humanistic Pedagogy by A. Maslow and K. Rogers.

All these schools are united first of all, by the attention to the learner’s personality, and secondly, by giving him an opportunity to chose the content of education as well as the teaching methods.

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© Sorokovykh G.V., 2017

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With the learner-oriented education we can solve many issues. Firstly, it is the modernization of foreign language education in Russia. The second thing is that the process of pedagogical support for foreign language learners in the context of inclusion as well as individual educational routes are top priority.

We should admit the opinion that the main thing in the reform of foreign language education should be the changes in the content of education, that provides us with an opportunity to create necessary conditions for identifying and forming student’s individuality.

N.U. Belova’s work is dedicated to the fact that the main aim of the social upbringing and development of preschool children in the socio-pedagogical conditions of a preschool institution of a combined type is not only to support the child, but also to give him a chance to master wider range of spheres of his life (cognition, play, communication, subject-practical activity) and ways of life (competition , Creativity, self-organization, self-presentation). Besides N.U. Belova believes that it is necessary to provide learners with the variability in social education and the development of a preschool child in inclusive groups, depending on his mental and physical abilities. Both the choice of adaptation and the isolation should be delegated to the pupil and his family. All these facts prove the view that it is necessary to create conditions for the continuity of education: from preschooler to primary learner and so on.

The analysis of the latest scientific researches shows that the education and upbringing are viewed as a process. The characteristic features of this process are integrity, differentiation, phased organization.

At the heart of the construction of an individual educational route lies, first of all, a variety of modern interactive methods and technologies of personal-oriented education, and secondly, differentiated and multileveled education. Let us consider them in more detail.

Personally oriented technologies are based on the principles of the humanistic direction in psychology and education science. Of all the diversity of technologies that claim to implement a learner-centered approach, the most demanded are the multilevel tasks, the individual approach to training, which have proved their effectiveness for many years in different countries of the world. All these technologies are organically interconnected and interdependent and they constitute a certain didactic system of individual support of the learner with special educational needs. However, we can not help but mention other directions that contribute to personalization in education: open education and individual style of teaching.

The individual style of teaching is based on taking into account the individual characteristics of each learner, - the characteristics of his mental development, temperament, the type of nervous activity, his cognitive style of perception of information, and the consideration of modalities in the multimodal perception of information (listening, visual, kinesthetic comprehension).

Methodology. The subject of our discussion is connected with the problem of personalization in teaching a foreign language in inclusive education. We are faced with many questions, to which there are no unambiguous answers today. Is this differentiation possible within the framework of the lesson? What way does the teacher teach all together and separately? Does the modern teacher training university prepare to work with children who have problems of a different nature?

Recently, more and more research has been devoted to the problem of developing individual training and educational routes, which is primarily due to the fact that the global on-line educational market has come to the crossroads of two trends - the personalization of education and new diagnostic technologies. What are the priorities of modern foreign language education? Schools with advanced course of foreign languages, helping to create an individual educational route, have existed for a long time. These trends have always existed in the supplementary education. But all our examples are quite expensive individual practices.

Results. To date, it is also about the development of special adaptive programs for teaching a foreign language in inclusive education. The special adaptive program is defined as a set

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of educational and methodological documents that outline the main characteristics of the education regarding the type, direction and level, including the content and volume of education, planned results, conditions of learning organization, as well as various forms of attestation. In addition, such a special adaptive program provides treatment of developmental defects, as well as the social adaptation of learners with special educational needs in inclusive education. It is important to note that the requirements for this program are established by the GEF of the HIA, and specialized programs have been developed for each category of schoolchildren.

Adaptation of educational content, smart distribution is one of the niches in the online education market. The trend is cross-cutting, and most of the initiatives in this area are implemented in the format of Saas-solutions, which allow creating virtual personalized educational spaces (Virtual personalized learning environment). This format of personalization answers the question "How" - how to increase the efficiency of the educational process, taking into account the special educational needs.

There is another aspect of personalized approach to education, linked with education programmes selection. It answers the question What? – What exactly to study, which skills to master to succeed in learning, to unleash and develop the potential of every student? There are little projects in this field so far. One of them is working out technological support of the students in terms of inclusive teaching. Such education presupposes personal involvement of every student into active cognitive activities, building up the problem-solving and creative abilities, unleashing their spirituality.

There is special focus on cooperative teaching within small groups of students. The teacher’s role is of paramount importance in this case, as well as his or her professionalism, skills to distinguish and take into consideration individual traits of the students not only in the academic sphere, but in psychological as well.

Individualized teaching involves differentiation of education, special attention to the student’s personality, intellectual and moral development as well as integrity in contrast to some separate traits development [5].

So, to become individualized the education should consider the issues to follow: student’s academic background in this field, his or her overall development, culture and experience; mental features (memory, cognitive functions, background, skills of emotional sphere maintaining, perception of teaching materials etc.); personality traits, temper.

As it has been mentioned above, one of integral technologies of foreign language teaching in terms of individualization is multi-level tasks, that allow to adapt the teaching process for mastering different levels of the foreign language (A, B, C) in accordance with student’s individuality.

The term cognitive style was first mentioned in American psychology in 50-60s in the framework of personal and cognitive psychology. This term implies “individual means of information processing, staying apart as compared with individual differences in succeeding in cognitive activity”. This formed the “style approach” which aims at revelation of specific cognitive processes that correspond to the person’s cognitive inclinations and abilities.

Individualization deals with adapting the teaching process to cognitive abilities of every particular student, making demands in accordance with his or her abilities, working put programmes, textbooks, methods and forms of education.

Individualized foreign language teaching considers multi-level language proficiency and individual personal characteristics (interests, propensity and cognitive functions)

Conventional wisdom runs, that individualized teaching is not an ultimate goal, but means to develop the personality with its individuality, identity and singularity – building the most comfortable conditions of self-development

Individualized teaching is understood as person-oriented. Cognitive style changes always happen via activity, via constant shift in preferences (broadening or narrowing) of cognitive strategies. So cognitive strategies directly influence the formation of different individual styles.

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The research conducted by A.S. Larkina proves that individual teaching strategy in the primary school represents the complex of approaches chosen by the student him / herself that give an opportunity:

1)to choose the forms, approaches and methods of teaching within comfortable pace and information content;

2)to support various academic interests of the student;

3)mind the level of the language proficiency and to give opportunity to improve and

polish it [7].

We understand the individual approach as real individualized attention to every student and his / her creative individuality, interests, propensity, background and some gaps in the knowledge and skills.

Individualization of training is aimed at overcoming the contradictions between the level of educational activities that defines programs and the real opportunities of each student. Individualization is a necessary factor of realization of various objectives of teaching a foreign language at different stages and formation of a unique, creative personality of a student.

Humanistic paradigm initiated the emergence of personality-oriented teaching, one aspect of which is the diversity in education, which leads to the opportunity of individual educational trajectory of students.

Nowadays one of the areas of personality-oriented learning is personalized educational programs which include abilities and individual peculiarities of students that offer to define in- dividually-oriented matrix of students’ progress. Their designing realizes in several stages, by means of comparison matrices that define the perfect abilities of a student, and the matrix which is based on the results of psychological-pedagogical examination, determination of the specific of inclusive education.

The model of address individual teaching is characterized as individual strategy which solves the problem of personalization of teaching a foreign language that requires the development of tasks which would correspond to the pace of entry in the content of training, the level of its mastery by each student as well as their educational opportunities, forms of presentation of educational material that makes up in aggregate the individual educational strategy for a student.

The term "individual trajectory of development" introduced by I. S. Yakimanskaya, which is based on two different directions: child adaptation to the requirements of the adults and creativity allowing him or her to seek and find the way out, overcome it and create a new one relying on the existing knowledge in the individual experience, ways and actions. The opportunity to establish a trajectory for individual self-development by yourself we associate with the forming process of self-organization and self-actualization of personality in the context of the subject-activity approach.

In recent studies, the term "individual educational route" is increasingly used with similar terms: "individual teaching strategy", "individual approach", "personal educational program", which in general reflect the essence of the person-oriented concept of foreign language education [4]. The educational process which is based on the principles of address teaching allows students to master a certain level of education, consciously choose an individual route of learning with the implementation of a range of options of developmental education: project-creative education, modular education, humanistic school; adaptive education, etc.

All of the above types of student-centered teaching are focused on the harmonization of the contents, forms and ways of teaching with the personal characteristics of students that may be different: giftedness, inclusion, consideration of various styles of perception of educational material, etc.

Individual educational trajectory of teaching as a personal way of realization your own personal potential in education may include: the individual choice of the content of the disci-

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pline (course), educational activities, your own way of learning and activities, the optimal pace and rhythm, diagnosis and assessment of learning outcomes.

The revealed organizational and methodical conditions allow to consider various educational interests of pupils. We suppose that the logical structure of design of an individual trajectory of a foreign language education in conditions of inclusion consists of the following stages:

setting educational goals of individual development, reflecting student’s interests, abilities, needs;

diagnosis of students, which involves testing, questioning, observation, surveys with the aim of identifying their individual characteristics, such as type of perception, memory, temperament, type is cognition, character traits, hobbies;

introspection, reflection (recognition and matching individual needs with external requirements);

creation of didactic support for each student: development of tasks according to the revealed psychological and pedagogical characteristics of students, the choice of the methods and forms of work appropriate for each student, the choice of ways of goal realization based on the cognitive strategy of perception of learning materials;

goal specification (selection of activities);

design of a route sheet.

The efficiency of the development of individual educational trajectory is determined by a number of conditions:

awareness by all participants of the pedagogical process of the need and importance of the individual educational trajectory as one of the means of self-determination, selfrealization. I do so…, I can ... I know ... ;

implementation of psychological, pedagogical and informational support of an individual educational trajectory of the student;

active inclusion of school students and their parents in activities for creation of an individual educational trajectory especially in the conditions of inclusive education;

organization of reflection as the basis for correction of personal trajectory.

The need for design of an individual educational trajectory is dictated by the following reasons:

1)There are entire pedagogical systems that consider individual educational trajectories as the basic pedagogical tool.

2)The material and technical possibilities of providing individual education in the framework of inclusive education have expanded.

3)The individual trajectory is the main condition for social, pedagogical, and technological support of each student.

Personalization should include a combination of educational and extracurricular activities for the purpose of social self-realization of the student's personality and it can be realized through the following forms of work:

Organization of lessons: lessons (lessons-conferences, virtual educational environment, distance learning, lessons-excursions, etc.), individual consultations on the subject conducted by the teacher.

Elective courses that allow to expand the individual approach to the students and to adjust their educational and cognitive activities. Development of a variety of start-ups. Systems of digital "badges" that confirm acquired skills are being actively introduced into schools and universities. In addition, this is a new area of opportunities for start-ups. The trend is part of the evaluation and testing market, one of the largest segments in the online education market. Corporations, small and medium businesses will pay for such services, and there are paid users among those who want to change career path, among parents.

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Microtraining. Given the fact, that today's student has health problems: distracted attention, lack of free time, and the habit of consuming content with small "portions" that he or she is being taught by social networks. All this has paved the way for a new phenomenon in educational technologies. Microtraining, or bitesizedlearning, provides an opportunity to master new fields of knowledge in the format of five-minute daily lessons. Such projects have interesting monetization schemes, such as, for example, additional tasks for children who have problems with vision or the musculoskeletal system. The student in the microlearning format gets acquainted with the personal course, masters one module and then can purchase the whole program. In addition, there are projects that allow adapting any educational content to the micro format. The same technologies are used by several successful companies in the field of electronic textbooks in a foreign language.

Differentiated learning and education in urban conditions. The peculiarity of this approach is that different categories of students achieve different goals.

Organization of educational activities: individual, group, mass, aimed at the development of student's personality, his communicative and creative abilities, self-realization and selfactualization.

Online foreign language learning. Thanks to massive online open courses, knowledge has become available, but the value of the content has decreased dramatically. Annually the volume of self-education decreases as well as the motivation of the learners. If earlier the monopoly on knowledge belonged to educational organizations, now the main trend is decentralization. Each student with different needs can be a source of educational content. This is proven by the success of resources such as Skillshare and Udemy [13], which allowed the users to record their language learning and to earn on them. Therefore, we believe that the trend to "freelance" and the desire to have a certain financial mobility for an educational organization will lead to the creation of a large industry of technological support, ensuring the access and success of each student. Even today, every teacher can earn by his knowledge, turning it into a product, but not all have the necessary skills, especially in terms of the bachelor program, as this problem is not considered: there are no special courses on the peculiarities of foreign language teaching to children with various problems.

AR and VR (virtual reality). The student is now fully immersed in the historical event or work of art, can visit museums of London and Paris, wandering the streets of Rome, etc. Augmented reality (AR) will become an integral part of learning and a personalization tool in the educational process. Each student will have its own personal Board. Startups that will learn how to implement AR and VR in educational products will be able to sell them directly to their educational institutions, corporations, as well as to agree on the integration of new technologies with educational online services to improve the students’ motivation.

Thus, personalization of learning is a purposefully designed differentiated adaptive educational program that provides each student the position of the agent able to choose, develop and implement individual educational programs when the teacher provides socio-pedagogical support of self-determination and self-realization.

Judging from the understanding of personalized learning, it is necessary to allocate organ- izational-methodical conditions on the basis of which it is possible to implement a variety of ways, forms and methods of personal development of the student. The students would be allowed to support its various educational interests, willingness to communication in a foreign language, a certain level of language proficiency and its improvement.

The first group of conditions of didactic support as forms of partnership relations between a foreign language teacher and a student in the process of interaction in foreign language teaching in terms of inclusion includes:

1) Information-diagnostic support of development of language skills and speech development of students (availability of methods of diagnostics of level of proficiency of students; methods of diagnosis of their personal characteristics);

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2)Focusing the student on the understanding of education as one of the main values of the person;

3)Predominance of subject-subject relationships and stimulating the activity of students. The second group of conditions of methodological support of the student as the process

of enhancing intellectual abilities includes:

1)Consideration of personal interests of the students in the process of formation of grammatical skills based on personal route;

2)A gradual system of tasks taking into account the level of knowledge;

3)A variety of forms and methods of foreign language teaching taking into account individual characteristics of students and their level of foreign language proficiency; 4) Availability of didactic material for the formation of language skills and development of speech skills of students based on individual learning strategies.

Conclusion. Therefore, it is necessary to empower the training of bachelors of pedagogical education for teaching and educating children with problems in learning. Also one of the objectives of modern foreign language professional education should be the development of special methods of teaching a foreign language in the conditions of inclusion for the student and his parents, together with the educational organization able to build an effective individual action rout for the implementation of the tasks focused on successful education and development. We conclude that personalization of foreign language education is not simply a technological feature of modern pedagogical process, but primarily it is the process and result of human self-fulfillment in life and creativity. Thus, education as the CONCEPT of the world, a person himself and others is a meaningful context of the development of student's personality.

Bibliographic list

1. Aleksandrova, E.A. Vidy pedagogicheskoj podderzhki i soprovozhdenija individual'nogo obrazovanija [Jelektronnyj resurs] / E.A. Aleksandrova // Institut sistemnyh issledovanij i koordinacii social'nyh processov : sajt. – Jelektron. dan. – [B. m.], 2007–2013. –.– Rezhim dostupa: http://www.isiksp.ru/library/aleksandrova_ea/aleks-000001.html. (data

5.Kappusheva H.H., Individual'nyj podhod v formirovanii inojazychnoj kommunikativnoj kompetencii bakalavra-filologa. – Dissertacija na soiskanie uchenoj stepeni k.p.n.,- Nizhnij Novgorod, - 2013 g. – 279 s.

6.Kuprijanova G.V. Obrazovatel'naja programma kak individual'nyj ob¬ razova-tel'nyj marshrut // Individualizacija v sovremennom obrazovanii: teorija i prak-tika. – Jaroslavl': IRO, 2001. – S. 57–69.

7.Larkina A.S.Metodika formirovanija grammaticheskih navykov rechi obuchajushhihsja na osnove individual'nyh uchebnyh strategij (anglijskij jazyk, nachal'naja shkola)- Avtoreferat dissertacii na soiskanie uchenoj stepeni k.p.n.- M.- 201426 s.

8.Sorokovyh G.V. Proektirovanie individual'noj obrazovatel'noj traektorii shkol'nikov: Uchebno-metodicheskoe posobie.-M.- Knizhnaja optovaja kompanija2013 g- 56 s.

9.Sorokovyh G.V., Denisova L.R. Inostrannyj jazyk kak komponent sistemy inkljuzivnogo obrazovanija mladshih shkol'nikov // Inostrannye jazyki v shkole: Nauchno-metod. Zhurnal .- №1-2017.- S. 53-58

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10.Sysoev, P.V. Individual'naja traektorija obuchenija: chto jeto takoe? / P.V. Sysoev // Inostrannye jazyki v shkole. – 2014. – № 3. – S. 2–12.

11.Ukaz Prezidenta Rossijskoj Federacii «O nacional'noj strategii dejstvij v interesah detej na 2012 – 2017 gody» [Jelektronnyj resurs]: Prezident Rossii. – URL: http://graph.document.kremlin.ru/page.aspx?1;1613662 (data obrashhenija: 28.01.2016).

12.Taylor N. Special Educational Needs Provision in Mainstream Education: A Look at Two Different Approaches // Education Today. – Vol. 46, 1996. – №1. – P. 56.

13.Free-courses, URL: http://www.free-courses.co.in/ (vremja obrashhenija -

03.06.2017).

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UDC 801:802.0

PARTIALLY-LEXICAL APPROACH TO THE SYSTEM OF WORD-FORMATION FOR INTENSIFICATION OF LEXICAL UNITS ASSESSMENT

O.F. Nesterova

________________________________________________________________________

Voronezh State Technical University ,

Lecturer of the Chair of Foreign Languages GOUVPO Voronezh GTU Olga Fyodorovna Nesterova

e-mail: helga0720@mail.ru

________________________________________________________________________

Statement of the problem. The paper is devoted to the determination of basic stems’ role and analysis of their word-formation opportunities depending on their partial characteristics. Technical texts, mainly of fire-engineering speciality, serve as an investigation material.

Results. Word-formation models in the form of derivational paradigms were formed and investigated. Micro-, macroand bipolar stems characterized by their word-formation activity were determined. According to partial classification stems with high and low word-forming activity were given in percentage. Derivational paradigms were distinguished quantitatively depending on the partial rank. The verbal forms with postpositive lexemes were investigated and the role and functions of postpositions were viewed as well.

Conclusion. The most potential stems are those which refer to nominative and adjective ranks, while the stems of adverbial and numeric ranks are represented as the least potential ones. The stems of the nominative and verbal ranks possess the greatest macropolarity, and the adverbial and numeric stems are more relevant to the micro-polar ones. The postpositive lexeme shifts its nominative function to the verb by changing its semantics and creating a new connotation. The partial-and-lexical approach makes it possible to unify the words of the derived structure into a single system and intensify the process of assimilation of lexical units.

Key words: productivity, word-formation activity, basic word, derivational paradigm, partial rank, micropolar stem, macropolar stem, bipolar stem.

Introduction. The emergence of new lexical units occurs according to certain wordformation models that historically evolved in a given language. In the field of vocabulary English for more than 1000 years of its history has undergone very significant changes. Enrichment of the English language was both due to borrowings from other languages and to internal resources. The development of the grammatical structure of the English language in the New England period affected the word formation. A certain type of "nominative verbs" [1, p.222] was created, characterized by the absence of a suffix in the infinitive. Hence it was the beginning of such a way of word formation as conversion.

Modern English has various ways of word formation, including word-production, wordbuilding, conversion, reduction, adjectivation, substantivization, reverse word formation, lexi- co-semantic method, alternation of sounds and transfer of stress in a word [2, p.117]. However, not all of the listed methods are used equally, and the "specific weight" of each of them in the derivational process is different [3, p.245].

The study of formal, semantic, genetic and other regularities and peculiarities of the formation of new lexical units is the fundamental task of word-formation at the present stage. Questions of word formation of Germanic languages in general, the German language, in particular, are also actively developed in the field of phraseology, paremiology etc. [4; 5].

Methodology. In this article, the subject of research is the foundations of motivating words in the word-production.

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© Nesterova O.F., 2017

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