Linguodidactic potential of concepts in teaching the lexical aspect of foreign language speech to secondary professional education students.

Introduction. Modern transformational processes in society have changed the status of a foreign language, positioning it not only as an integral component of the educational system and a means of intercultural dialogue, but also as a means of learning the basics of national culture in general and mental values, in particular, through the development of key linguistic and cultural concepts. The article examines the linguistic and didactic potential of concepts in teaching English to students of vocational schools, which is an insufficiently studied area of foreign language teaching methodology. Goal. To determine the linguistic and didactic potential of linguistic and cultural concepts in teaching a foreign language in the secondary vocational education system and to develop a methodology for their phased development. Materials and methods. The experimental work was carried out in the academic year 2023-2024 in the framework of the discipline "Foreign language" (English) at the Stavropol State Pedagogical Institute with the participation of 119 students of the A2-B1 level. Methods of analysis of linguistic and methodological literature, educational materials and media texts, survey, analysis of oral and written statements of students were used. The research material includes data from the National Corpus of the British Language, media texts from the BBC, TASS, CGTN, audio and video materials from the digital environment. Results and discussion. The linguodidactic definition of a concept is formulated as a didactic unit that ensures the integration of mental entities of a foreign-language worldview. A five-stage methodology for mastering linguistic and cultural concepts has been developed: familiarization with the concept, analysis of nuclear and peripheral meanings, study of combinatorial properties, interpretation and independent use, formation of cultural reflection. Using the example of the "Challenge" concept, a task system is demonstrated that includes work with lexemes representing various zones (nuclear, near and far periphery), mnemonic techniques, and tasks for the development of intercultural competence. The results indicate an increase in the effectiveness of the educational process and the formation of students' ability to understand alternative ways of linguistic conceptualization of reality. Conclusion. The conducted research made it possible to reveal the linguistic and didactic potential of the concept, present the structural components, semantic content and test tasks for its development using the example of the linguistic and cultural concept "Challenge". The results of the study demonstrate the high linguistic and didactic potential of concepts in teaching foreign language to students of vocational education.

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