DEVELOPING WORD-FORMATION SKILLS WITHIN THE FOREIGN-LANGUAGE LEXICAL COMPETENCE OF PROSPECTIVE ENGLISH TEACHERS
DOI:
https://doi.org/10.32999/ksu2413-1865/2026-115-14Keywords:
foreign-language lexical competence, word-formation skills, prospective English teachers, word formation, derived vocabulary, morphological awareness, person-denoting nouns, teacher educationAbstract
The study aims to theoretically substantiate and systematise exercise types for developing word-formation skills as a component of the foreign-language lexical competence of prospective English teachers through derived person-denoting nouns containing the component -phobe. The relevance of the study stems from the need to integrate vocabulary learning with conscious use of word-formation information and the professionally oriented preparation of future teachers. Methods. The study adopts a theoretical and methodological design. The methods include analysis and synthesis of relevant research, structuralsemantic analysis of derived person-denoting nouns, classification of lexical material, and methodological task design. The linguistic material comprises English person-denoting formations with -phobe selected on the basis of structural recurrence, relative semantic transparency, thematic diversity, and suitability for instructional use. Results. Four groups of exercises are systematised: tasks for recognising word-formation structure; semantic interpretation of derived vocabulary; establishing derivational and semantic relations; and contextual and professionally oriented use of derived lexical items. The findings show that word-formation skills should be developed in close relation to broader foreign-language lexical competence. In practical English courses, the material can be used for structural and semantic vocabulary work, whereas in English language teaching methodology it can support the analysis and design of instructional tasks. Conclusions. The instructional value of -phobe formations lies in their capacity to provide structurally recurrent yet semantically diverse material for conscious work with derived vocabulary. The proposed approach integrates the development of wordformation skills with foreign-language lexical competence and the subject-specific methodological preparation of prospective English teachers
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