ETHYMOLOGICAL PHONOSEMANTIC ANALYSIS AS A METHOD OF LEARNING FOREIGN VOCABULARY
The consolidation and enrichment of vocabulary is the most important aspect of teaching a foreign language at any stage of training and at any age. When learning a foreign language, there is the problem of remembering foreign words. There are quite a few techniques for mechanically memorizing words in which one or another type of memory functions (visual memory, audio memory, kinesthetic memory), or a combination thereof. However, as a result of such memorization, foreign words fall into short-term memory, from where they quickly disappear. Obviously, logical sense memory develops with age, becomes dominant over time. Etymological analysis of words allows one to build semantic connections, semantic nests. A comparative analysis of the origin of foreign words and their equivalents in Russian enables one to form linguistic pictures of the world in the languages studied. The author offers a scientific justification for the etymological analysis as one of the ways for students to master vocabulary and form linguistic competence among students of non-linguistic and linguistic training areas. Etymological analysis reveals the mechanisms of the formation of the linguistic picture of the world, permitting to identify the universal and specific features of the German and Russian languages, and complements the typology of semantic transitions in multisystem languages. The results of the study can find practical application in lexicography, in workbook design for a foreign language course, translation theory and practice. The article discusses the concepts of etymology, etymological analysis, sound iconicity, which, in our opinion, are necessary for the formation of the linguistic thinking of students. Particular attention is paid to the origin of German borrowings in the Russian language, which, as a rule, are not recognized as foreign words.