The methods for learning polysemantic words in russian

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NOVATEUR PUBLICATIONS
JournalNX- A Multidisciplinary Peer Reviewed Journal
ISSN No:
 
2581 - 4230 
VOLUME 7, ISSUE 10, Oct. -2021
108 | 
P a g e
THE METHODS FOR LEARNING POLYSEMANTIC WORDS IN RUSSIAN 
Basharova Gulmira 
Assistant, Department “Uzbek Language and Literature”, 
Fergana Polytechnic Institute, UZBEKISTAN 
ABSTRACT: 
One of the most important tasks in 
the development of speech in school is to 
streamline vocabulary work, highlight its 
main directions and justify them, and 
manage the processes of enriching the 
vocabulary of schoolchildren. Mastering 
language, speech is a necessary condition 
for the formation of a socially active 
personality. Everyone needs to learn how to 
express their thoughts well and correctly in 
oral and written form, to be able to speak 
and write convincingly and clearly. It is 
known that one of the indicators of the level 
of a person's culture, thinking, intelligence 
is his speech, which must correspond to 
linguistic norms.
 
Keywords: cultural and anthropological 
states 
of 
linguistic 
communities, 
phenomenal phenomena of language, 
lexical meaning of the word, homonyms. 
INTRODUCTION: 
The current state of the Russian 
vocabulary is a product of a long historical 
development, which includes objective socio-
historical changes in the surrounding world. 
These changes leave a significant imprint on 
the language material. The language, which has 
absorbed many changes, has thus become a 
reflection of the cultural and anthropological 
conditions of linguistic communities [1,2]. One 
of the phenomenal phenomena of the language 
is the polysemantic of the word, which 
confirms the fact that lexical units are 
constantly in a dynamic state, reflecting 
changes in the surrounding reality.
New ideas and concepts acquire new 
meanings that can be expressed by the same 
word. The touching lines between phenomena 
are concentrated in this word. Even though 
questions of the theory of meaning and 
polysemy have long been the object of research 
interest of scientists, some aspects cause a lot 
of controversy among modern linguists [3-5]. 
The study of the language in the semantic 
dimension implies an appeal not only to intra-
linguistic categories but also to the study of the 
whole variety of surrounding realities. These 
realities 
imply 
contiguity 
with 
the 
anthropocentric paradigm, the issues of which 
are acquiring dominant importance, both in 
modern linguistic research and in the 
humanities in general. Language acquisition as 
a means and method of communication and 
cognition is one of the most important 
acquisitions of a child at school age. Enriching 
the child's vocabulary, working on the lexical 
meaning of the word to some extent will help in 
solving this problem [4,6].