Linguodidactic potential of etymological analysis in foreign language teaching at the level of basic and secondary general education

the article highlights the possibility of using elements of etymological analysis in the process of teaching foreign languages in order to enhance the formation and development of the linguistic competence of students at the level of basic and secondary general education. A brief overview of research papers related to the use of etymology as a tool for students’ mastering the language system at the lexical, grammatical, and linguistic and cultural levels is presented. Some ways of adapting etymological data to various levels of foreign language learning are demonstrated through the use of topical vocabulary and sound symbolic words of the English language. Examples of relying on etymological commentary both in the classroom and in the course of students’ self-study work are given. The author comes to the conclusion that a relevant application of etymological analysis in the context of foreign language learning can contribute to the improvement of the lexicographic culture of students, the formation and development of systemic intra-linguistic, interlanguage associative links, and can also lead to understanding the interdependence of diachronic processes of language development and extralinguistic factors.

etymology, etymological analysis, diachrony, sound symbolic vocabulary, linguistic competence, level of basic general education, level of secondary general education