title: Ð¤Ð¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ðµ Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÑÑÐ°ÑÑÐµÐºÐ»Ð°ÑÑÐ½Ð¸ÐºÐ¾Ð² Ð² Ð¿ÑÐ¾ÑÐµÑÑÐµ Ð¿Ð¾Ð´Ð³Ð¾ÑÐ¾Ð²ÐºÐ¸ Ðº ÐÐÐ­ Ð¿Ð¾ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ
title: Ð²ÑÐ¿ÑÑÐºÐ½Ð°Ñ ÐºÐ²Ð°Ð»Ð¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¾Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¼Ð°Ð³Ð¸ÑÑÑÐ°
titleType: Subtitle
title: The formation of idiomatic competence in high school pupils in preparation for the English USE
Creators: name: ÐÐ°Ð³ÑÐ½Ð¾Ð²Ð°, ÐÐ»Ð¸Ð·Ð°Ð²ÐµÑÐ°
Publisher: name: Ð¡Ð°Ð½ÐºÑ-ÐÐµÑÐµÑÐ±ÑÑÐ³ÑÐºÐ¸Ð¹ Ð¿Ð¾Ð»Ð¸ÑÐµÑÐ½Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐ½Ð¸Ð²ÐµÑÑÐ¸ÑÐµÑ ÐÐµÑÑÐ° ÐÐµÐ»Ð¸ÐºÐ¾Ð³Ð¾
Year: 2022
Subjects: ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ°Ñ ÐµÐ´Ð¸Ð½Ð¸ÑÐ°
Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ°Ñ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ñ
ÐºÐ¾ÑÐ¿ÑÑ ÑÐ¾ÑÐ°
ÐºÐ¾ÑÐ¿ÑÑÐ½Ð°Ñ Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÐºÐ°
ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹
phrasal unit
idiomatic competence
coca corpus
corpus linguistics
set of tasks

description: ÐÐ°Ð½Ð½Ð°Ñ ÑÐ°Ð±Ð¾ÑÐ° Ð¿Ð¾ÑÐ²ÑÑÐµÐ½Ð° Ð²Ð¾Ð¿ÑÐ¾ÑÑ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¿ÑÐ¸ Ð¿Ð¾Ð´Ð³Ð¾ÑÐ¾Ð²ÐºÐµ Ðº ÐÐÐ­ Ð¿Ð¾ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ Ñ Ð¿Ð¾Ð¼Ð¾ÑÑÑ Ð´Ð¾Ð¿Ð¾Ð»Ð½Ð¸ÑÐµÐ»ÑÐ½ÑÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð´Ð»Ñ Ð²Ð²ÐµÐ´ÐµÐ½Ð¸Ñ Ð¸ Ð·Ð°ÐºÑÐµÐ¿Ð»ÐµÐ½Ð¸Ñ ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ñ ÐµÐ´Ð¸Ð½Ð¸Ñ. Ð ÑÐ°Ð¼ÐºÐ°Ñ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð¸ ÑÐµÑÐµÐ½Ñ ÑÐ»ÐµÐ´ÑÑÑÐ¸Ðµ Ð·Ð°Ð´Ð°ÑÐ¸: 1) Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð°Ð½Ð°Ð»Ð¸Ð· Ð½Ð°ÑÑÐ½Ð¾-Ð¼ÐµÑÐ¾Ð´Ð¸ÑÐµÑÐºÐ¾Ð¹ Ð»Ð¸ÑÐµÑÐ°ÑÑÑÑ Ð¿Ð¾ ÑÐµÐ¼Ðµ ÐÐÐ ; 2) Ð¸Ð·ÑÑÐµÐ½Ð¾ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¾Ð¹ ÐµÐ´Ð¸Ð½Ð¸ÑÑ Ð¸ ÑÐ¿Ð¾ÑÐ¾Ð±Ñ ÐºÐ»Ð°ÑÑÐ¸ÑÐ¸ÐºÐ°ÑÐ¸Ð¸ ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ñ ÐµÐ´Ð¸Ð½Ð¸Ñ; 3) ÑÐ°ÑÑÐ¼Ð¾ÑÑÐµÐ½Ð¾ Ð¿Ð¾Ð½ÑÑÐ¸Ðµ Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð² ÑÐ¾ÑÑÐ°Ð²Ðµ ÐºÐ¾Ð¼Ð¼ÑÐ½Ð¸ÐºÐ°ÑÐ¸Ð²Ð½Ð¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸; 4) Ð¿ÑÐ¾Ð¸Ð·Ð²ÐµÐ´ÐµÐ½ Ð¾ÑÐ±Ð¾Ñ Ð¸ Ð°Ð½Ð°Ð»Ð¸Ð· Ð»Ð¸Ð½Ð³Ð²Ð¸ÑÑÐ¸ÑÐµÑÐºÐ¾Ð³Ð¾ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð° (ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ñ ÐµÐ´Ð¸Ð½Ð¸Ñ), Ð½Ð° Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð¸Ð¸ Ð¿ÑÐ¾Ð±Ð½Ð¸ÐºÐ¾Ð² ÐÐÐ­ Ð¿Ð¾ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ; 5) ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑ ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹, ÑÐ¿Ð¾ÑÐ¾Ð±ÑÑÐ²ÑÑÑÐ¸Ð¹ ÑÐ¾ÑÐ¼Ð¸ÑÐ¾Ð²Ð°Ð½Ð¸Ñ Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ Ð¿ÑÐ¸ Ð¿Ð¾Ð´Ð³Ð¾ÑÐ¾Ð²ÐºÐµ Ðº ÐÐÐ­ Ð¿Ð¾ Ð°Ð½Ð³Ð»Ð¸Ð¹ÑÐºÐ¾Ð¼Ñ ÑÐ·ÑÐºÑ; 6) Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½ Ð¿ÐµÐ´Ð°Ð³Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¹ ÑÐºÑÐ¿ÐµÑÐ¸Ð¼ÐµÐ½Ñ Ñ Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸ÐµÐ¼ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ° ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ Ð¸ Ð¿ÑÐ¾Ð°Ð½Ð°Ð»Ð¸Ð·Ð¸ÑÐ¾Ð²Ð°Ð½Ñ ÐµÐ³Ð¾ ÑÐµÐ·ÑÐ»ÑÑÐ°ÑÑ. ÐÐ° Ð¾ÑÐ½Ð¾Ð²Ð°Ð½Ð¸Ð¸ Ð¿ÑÐ¾Ð²ÐµÐ´ÐµÐ½Ð½Ð¾Ð³Ð¾ Ð¸ÑÑÐ»ÐµÐ´Ð¾Ð²Ð°Ð½Ð¸Ñ Ð±ÑÐ»Ð¸ ÑÐ´ÐµÐ»Ð°Ð½Ñ ÑÐ»ÐµÐ´ÑÑÑÐ¸Ðµ Ð²ÑÐ²Ð¾Ð´Ñ: Ð¸ÑÐ¿Ð¾Ð»ÑÐ·Ð¾Ð²Ð°Ð½Ð¸Ðµ ÑÐ°Ð·ÑÐ°Ð±Ð¾ÑÐ°Ð½Ð½Ð¾Ð³Ð¾ ÐºÐ¾Ð¼Ð¿Ð»ÐµÐºÑÐ° ÑÐ¿ÑÐ°Ð¶Ð½ÐµÐ½Ð¸Ð¹ ÑÐ¿Ð¾ÑÐ¾Ð±ÑÑÐ²ÑÐµÑ Ð¿Ð¾Ð²ÑÑÐµÐ½Ð¸Ñ ÑÑÐ¾Ð²Ð½Ñ Ð¾Ð²Ð»Ð°Ð´ÐµÐ½Ð¸Ñ ÑÑÐ°Ð·ÐµÐ¾Ð»Ð¾Ð³Ð¸ÑÐµÑÐºÐ¸Ð¼ Ð¼Ð°ÑÐµÑÐ¸Ð°Ð»Ð¾Ð¼ Ð¸ Ð¿Ð¾Ð²ÑÑÐ°ÐµÑ ÑÑÐ¾Ð²ÐµÐ½Ñ Ð¸Ð´Ð¸Ð¾Ð¼Ð°ÑÐ¸ÑÐµÑÐºÐ¾Ð¹ ÐºÐ¾Ð¼Ð¿ÐµÑÐµÐ½ÑÐ¸Ð¸ ÑÑÐ°ÑÐ¸ÑÑÑ.
description: This work is devoted to the formation of idiomatic competence in preparation for the English USE with the help of additional exercises for practicing phrasal units. The research set the following goals that have been achieved: 1) to study domestic and foreign scientific and methodological publications on the problem under study; 2) to study the concept of a phrasal unit and classification of phrasal units; 3) to consider the concept of idiomatic competence as part of communicative competence; 4) to select and analyze the linguistic material (phrasal units), based on the English USE samples; 5) to create a set of tasks for the formation of idiomatic competence in preparation for the English USE; 6) to conduct a pedagogical experiment using a set of tasks and analyze its results. Based on the studies conducted, the following conclusions were formulated: the use of the developed set of tasks contributes to increase the level of idiomatic competence of students.