Lexicology as a Foundation for Effective Teaching of Russian as a Foreign Language

Abstract

This article examines lexicology as a practical foundation for teaching Russian as a foreign language. It argues that lexical competence cannot be reduced to the memorization of translation equivalents because knowing a word includes its form, meanings, grammatical behavior, collocations, stylistic value, phraseological potential, and conditions of use. An integrative review combines foundational Russian lexicological scholarship with recent research on second-language vocabulary learning and current studies of Russian-language pedagogy. The discussion focuses on polysemy, homonymy, synonymy, antonymy, word formation, lexical combinability, phraseology, register, cultural meaning, and cross-linguistic interference. Recent evidence supports instruction that combines deliberate attention with repeated contextual encounters, retrieval, productive use, and cumulative recycling. Digital dictionaries, corpora, mobile applications, multimedia glosses, and generative artificial intelligence can extend exposure and feedback, but their pedagogical value depends on accurate examples, transparent source selection, and teacher-guided verification. The article proposes a seven-stage lexicology-informed teaching cycle that moves from needs-based selection and contextual encounter to semantic analysis, combinability, retrieval, communication, and assessment. It also recommends assessing lexical depth and appropriateness in addition to vocabulary size. The central conclusion is that lexicological knowledge becomes educationally valuable when it helps learners interpret lexical choices, notice conventional patterns, and use Russian vocabulary accurately and appropriately across communicative settings.