The method of differentiated formation of future philologists' lexical competence in Indonesian oral speech

The dissertation research is devoted to the theoretical justification, practical development and experimental verification of the methodology of differentiated formation in future philologists of lexical competence in Indonesian oral speech at the initial stage of learning the language as the first foreign language.
In the course of the study, the content of lexical competence in Indonesian oral speech at the initial stage of training future linguists was specified. Lexical competence in Indonesian oral speech is a set of knowledge about the meaning of Indonesian lexical units and the referents they denote, as well as the ability to use words in oral speech according to the speech situation and according to the norms of the Indonesian language; the ability to use words appropriately and understand them in combination with other words; the ability to independently replenish one's vocabulary, that is, the ability to learn and use new words in speech and to understand new words in a unified way from the point of view of form, meaning and function in listening, preparation for self-control over the verbal design of speech and understanding the speech of other people.
The lexical features of the Indonesian language are characterized from a typological and methodological point of view. Since the Indonesian language belongs to the Austronesian language family, a significant part of its vocabulary has no common features with Indo-European languages, and individual lexical units replace even widely used internationalisms. The lexicon of the Indonesian language is significantly different from the Ukrainian in the sensory-receptive, logical-conceptual, emotional-evaluative and moral-value elements of the linguistic picture of the world. In addition, the vocabulary of the Ukrainian and Indonesian languages differs in syncretic and discrete reflection of reality. Thus, Indonesian vocabulary causes difficulties for students during its assimilation, because there is no verbal substrate in the minds of students, which would cause associative images during the assimilation of new words. Semantic differences in the Ukrainian and Indonesian languages also cause difficulties, because the dictionary of the Indonesian language includes a large number of words that are characterized by cross-language semantic asymmetry, when the semantic range of a word in two languages partially coincides.
It was established that an important cognitive process in learning vocabulary is memory, which consists of memorizing, storing and further reproducing lexical units in speech and mechanisms of recognition and understanding by ear. The optimal memorization of lexical units that combine form, content and function is facilitated by the following factors: regular repetition of words with an appropriate frequency, the presence of stable external and internal motivation to learn the Indonesian language, as well as various forms of presenting the material in short-term memory, which is expressed in the differentiation of learning techniques (techniques that rely on the dominant modality of perception - auditory, visual and kinesthetic - during independent work) and in the use of multisensory learning techniques (with simultaneous reliance on visual, auditory and motor receptors during classroom learning), the number semantic connections, which are aimed at the reproduction of a lexical unit in different contexts, which forms the basis for the formation of lexical skills.
The formation of lexical competence in Indonesian oral speech is based on the principles of naturalness, communicatively oriented formation of speech competence, functionality, attention to the native language, awareness of educational material, individualization, differentiation, development of educational autonomy, interconnected language and culture learning, combination of language learning with country studies etc. It has been proven that it is based on communicative and activity- based and person-oriented approaches.
For the effective formation of lexical competence, it is necessary to select lexical units (criteria of thematicity, situationality, semantic-functional value, cultural markedness, historical-cultural value, derivational value, frequency and thematic exhaustiveness), oral audio-video texts (criteria of thematicity, sufficiency for the representation of the studied material, saturation of lexical units, correspondence to students' speech experience, novelty, correlation of verbal and non-verbal information, quality of presentation of audio-video text), printed texts (thematic criteria, sufficiency for the representation of the studied material, saturation of lexical units, correspondence to students' speech experience, novelty), images of objects of the Indonesian natural environment and culture (informativeness, thematics, quality and aesthetics of the image, correspondence of the depicted objects to the vocabulary of students, credibility). In accordance with the criteria, language, speech and visual material was selected.
The technology and model of the organization of the process of forming the lexical competence of future linguists in Indonesian oral speech at the initial stages of education were developed and experimentally verified. Learning technology is implemented in 4 stages. The first stage is the acquisition of cognitive and metacognitive strategies for learning vocabulary; II stage – perception, awareness and memorization of the form, meaning, function of the word; III stage – automation of receptive and reproductive actions at the level of a replica / phrase, supraphrase / dialogic unity; The IV stage is situational and communicative (at the level of mini- monologues and mini-dialogues). The organization model of the process of formation of lexical competence in Indonesian oral speech is implemented within 36 content- thematic modules. Each module consists of two micro-modules lasting 100 minutes each: the share of classroom work is 50 minutes, the share of independent work is 50 minutes. Within each micromodule, students study approximately 25-35 lexical units. Each micromodule consists of four classes.
The hypothesis of the study was experimentally proven: the level of lexical competence in Indonesian oral speech will be high under the following conditions: the organization of training on the basis of competence, communicative-activity and person-oriented approaches, in accordance with the principles of training developed in section 1, on the condition that training and explanation methods are used, as well as using the developed subsystem of exercises, which is implemented in four stages. It has been proven that during classroom classes it is advisable to use the techniques of multisensory perception of vocabulary, instead, in the process of independent work, students should perform the techniques of differentiated learning, which are based on the dominant modality of the student's perception. The effectiveness of the technique was confirmed using Pearson's c2 test. Ten prerequisites for the effectiveness of using the author's methodology have been determined.

Буровська О. А. Методика диференційованого формування у майбутніх філологів лексичної компетентності в індонезійському усному мовленні : дис. ... доктора філософії (PhD) : 011 Освітні, педагогічні науки / наук. кер. О.В. Асадчих. Київ, 2024. 249 с.