LINGUODIDACTIC PRINCIPLES OF COMPILING RUSSIAN LANGUAGE LEARNER’S DICTIONARIES FOR MIDDLE-GRADE PUPILS OF SCHOOLS WITH UZBEK AS THE LANGUAGE OF INSTRUCTION
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The article examines the linguodidactic principles of compiling Russian language learner's dictionaries for middle-grade pupils of schools with Uzbek as the language of instruction. The relevance of the research is determined by the need to increase the effectiveness of teaching Russian under the conditions of Uzbek-Russian bilingualism, as well as by the insufficient development of the theoretical foundations for creating learner's dictionaries oriented towards the national and linguistic specificity of pupils. The work reveals the notion of the learner's dictionary as a special type of lexicographic publication and defines its functions in the educational process. Particular attention is paid to such linguodidactic principles as taking into account the pupils' native language, the accessibility and age-appropriateness of the lexical material, communicative orientation, the systematic and consistent presentation of vocabulary, and the principle of selecting and minimising the word stock. The main difficulties experienced by Uzbek-speaking schoolchildren in mastering Russian vocabulary are noted, and the necessity of taking them into account when developing learner's dictionaries is substantiated. The materials of the article may be used in the practice of teaching Russian, as well as in creating and improving learner's lexicographic aids for schools with Uzbek as the language of instruction.
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