FORMATION OF LEXICAL AND PHRASEOLOGICAL COMPETENCY OF SENIOR SCHOOL STUDENTS BASED ON COMMUNICATIVE-ACTIVITY APPROACH

The paper deals with a theoretical and experimental study of the formation of lexical and phraseological compe-tency of senior school students on the basis of the communicative-activity approach. The application of the communi-cative-activity approach when teaching lexical-phraseological richness of the native language to senior school students significantly increases the efficiency of the educational process and is an integral part of the formation a nationally conscious personality, capable of constructive social interaction. There have been distinguished the levels of the lexical and phraseological competence (creative, normative, reproductive, original) of senior school students formed as a result of the communicative-activity approach application: the desire for self-realization, interpersonal interaction, adjust-ment of the normative aspect of the language system through the prism of national or intercultural communication, self-reflection and the outline of promising jobs. The work on the development of the competency through the prism of the communicative-activity approach was carried out in stages: formation of motivation to master lexical and phrase-ological richness of native and foreign languages, planning and participation in communicative-activity interaction, self-reflection. It was found out that the artistic-literary experience, planning of the corresponding training and social interaction, situations of real and imaginary communication had positive impact on productivity of the students' lexi-cal and phraseological potential development. Based on the conducted pedagogical experiment, statistical positive changes could be observed in the levels of lexical-phraseological competence maturity. The reliability of the results of the experiment was confirmed by the successful implementation of the creative tasks by the students.