EXPERIMENTAL VERIFICATION OF THE METHODOLOGY OF FORMATION OF GERMAN LEXICAL COMPETENCE OF FUTURE TEACHERS ON THE BASIS OF AUTHENTIC LITERARY WORKS

The article deals with the preparation and organization of the methodological experiment. The results of the experimental verification of the effectiveness of the elaborated methodology of formation of German lexical competence of future teachers on the basis of authentic literary works have been analyzed. The experiment was conducted according to its four stages: organization, realization, verification and interpretation. The structure of the experiment, type of experiment, its structure and the tasks of the stages of experiment have been described, the evaluation criteria of formation of lexical skills on the basis of authentic literary works have been defined. The hypothesis stated that the high level of German lexical competence can be achieved by following next demands: integrated formation of lexical competence in various types of speech activities (reading, speaking and writing); gradual formation of lexical skills and abilities in various types of speech activities (reading, speaking and writing);using the suggested subsystem of exercises and authentic literary works, selected according to the scientifically based principles. It was a basic, horizontal-vertical, natural and open methodological experiment. The main criteria for evaluating the students' lexical skills were: the accuracy in understanding lexical units in authentic literary works; lexical correctness; lexical connectivity; appropriate use of lexical unit to the genre and style; wide range of linguistic resources. The realization of the experiment included pre-experimental tasks, experimental training, post-experimental tasks. The results of the experiment proved of the effectiveness of the elaborated methodology. The author compared students' results in groups according to different criteria. The difference in using the two variants of methodology has been revealed. The students of group A did exercises for integrated vocabulary acquisition in various types of speech activities (reading, speaking, writing) in every stage of the formation of lexical competence. The students of group B did exercises for developing productive lexical skills (speaking and writing) only in last two stages. With the help of the mathematical statistics methods, the experimental results have been interpreted and suggested hypothesis have been proved. The author analyses two suggested variants of the methodology and validates the efficiency of one of them.