LINGUISTIC FOUNDATIONS AND PEDAGOGICAL CONDITIONS FOR TEACHING WORD MEANINGS TO PRIMARY SCHOOL STUDENTS

Abstract

This article discusses the linguistic foundations and pedagogical conditions of teaching word meanings to primary school students. The role of word meaning in the language system, as well as the concepts of lexeme and seme, are analyzed on the basis of linguistic and methodological sources. Particular attention is paid to the phenomena of polysemy and homonymy, their linguistic nature, and their significance in developing students’ semantic competence. The article also highlights the importance of synonymy, antonymy, and phraseological units in enriching learners’ vocabulary and improving their speech activity. Furthermore, the linguodidactic possibilities of teaching polysemous words, methods of explaining meanings through context, and ways of developing lexical-semantic competence among primary school students are substantiated. The findings indicate that systematic work on word meanings contributes to the development of students’ thinking skills, communicative abilities, and conscious attitudes toward their native language