Peculiarities ofthe Context ofthe Work with Vocabulary in Regard to Russian Language in Tajik Schools
The article dwells on the issue related to the study of the Russian language and enrichment of the lexical stock in national schools. Currently the problem dealing with mastering of the Russian language is considered as an actual one. Without knowing Russian words it is impossible to master Russian language spontaneously, because the word is a foundation of each language. The ways and methods aimed at the enrichment of the lexical stock have been analyzed in the quest of answering the question entitled «How do we advance and enrich the lexical stock?». In order to tackle this task the author dwells on the systematic work between teacher and pupils. The principle task of the teacher of language and literature is to correctly teach and use all the wealth of the Russian language freely. The quality of mastering with oral and written speech is in abundance of the lexical stock, locutions of speech and the abilities of organizing syntactical units harmoniously, logically and correctly. From this viewpoint vocabulary work with pupils is considered as an optimal means of literary speech mastering. In her article the author canvasses various examples of vocabulary work at Russian language lessons in elementary forms. Optimal types of tasks and exercises promoting an effective enrichment of lexical stock of pupils in the Russian language in Tajik schools and being of interest for teaching methods in conducting vocabulary work are considered. Some methodical recommendations for teachers and pedagogues who have complexities beset with working out the tasks on lexical stock enrichment are applied. Besides of the illustration of traditional types of vocabulary work the author shows innovative methods beset with enrichment of lexical stock developing the ability of not only correct, logical and meaningful reading, but of constructing speech patterns and expounding one's thoughts in the Russian language, either.