Vocabulary words for 8th graders: Academic vocabulary words for 8th graders

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How Many Vocabulary Words Do Students Need to Learn?

by Pattern Based Writing: Quick & Easy Essay | Vocabulary Development and Word Lists

Words are at the center of everything students learn in school. If students are not learning new vocabulary words, they are not learning the content. If students are not learning all of the new vocabulary words that they need to learn, they are falling behind. It’s that simple.

We all know that having an excellent vocabulary is extremely important. However, when we look at the studies, the true magnitude of the importance becomes far more apparent. For students, vocabulary is linked to reading comprehension and overall academic success. For adults, vocabulary has been linked to career success, wealth, and even intelligence.

“If you don’t know where you are going, you’ll end up someplace else.” ― Yogi Berra

Brilliant minds have expressed Yogi Berra’s sagacity for eons (but I think he said best). And after reading this page, you will have an amazing understanding of where you are going. Furthermore, you will be able to help your students understand their vocabulary goals.

Let’s begin by examining a compact list of vocabulary facts that provides an overall foundation for what follows.

Q&A: A Summary of Vocabulary Facts

1.  How many words do students know when they enter kindergarten? Answer: About 5,000 to 10,000 words.

2.  How many words do students know when they graduate high school? Answer: About 50,000 words.

3.  How many words do students need to learn each year? Answer: About 3,500 words each year or about 10 words every day.

4.  How many different words will students come across in their textbooks in grade K-12? Answer: About 88,500 different words.

5.  How many words are in the English language? Answer: About 400,000 active words, or about 500,000 lexemes. With scientific and technical words included, it’s well over 1 million lexemes.

6.  How many different words did Shakespeare use in his writing? Answer: 31,534 different words.

7.  How many different words did Shakespeare know? How large was his vocabulary? Answer: About 66, 534 words.

8.  How large is an average adult’s vocabulary? Answer: At 20 years old, it’s about 42,000 lexemes. It grows thereafter at about 2 lexemes per day.

So, those are the facts based on a whole host of studies. Let’s now take a closer look at a few of these studies and create some context for these numbers.

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How Many Words Do Students Need to Learn?

In this section, we will move on from just numbers. We will place those numbers in context, and we will also look at some teaching-vocabulary wisdom along the way.

Cal State Northridge Reading Institute for Academic Preparation provides a nice overview of the research. In addition to this, they address the fact that students can’t learn all of the words that they need to learn through direct instruction: “The average 3rd grader knows 10,000 words. The average 8th grader knows 25,000 words. The average high school graduate knows 50,000 words. Do they learn 40,000 words in 9 years via direct instruction? No way!”

No way? The reality is that students learn most of their vocabulary incidentally through reading, writing, speaking, and listening, both in school and out of school. However, vocabulary development is one of the five key components of effective reading instruction. Furthermore, the research supports the fact that teachers must take action in many ways to help students learn all of the words they need to learn.

In Promoting Vocabulary Development: Components of Effective Vocabulary Instruction (2000), the Texas Reading Initiative presents slightly lower numbers than other sources: “We know that, on average, students add 2,000-3,000 words a year to their reading vocabularies. This means that they learn from six to eight new words each day—an enormous achievement. Individual differences in vocabulary size also involve large numbers. Some fifth-grade students may know thousands more words than other students in the same classroom.”

Unfortunately, students who enter school with a small vocabulary and students who don’t acquire vocabulary words as needed face an uphill battle, as it lowers reading comprehension, and may lead to a Matthew effect, in which struggling students fall further and further behind.

The next source targets the Common Core State Standards, so it is especially relevant. As the title indicates, our goal is to make sure that our students graduate high school with a 50,000-word vocabulary. In Teaching 50,000 Words: Meeting and Exceeding the Common Core State Standards for Vocabulary (2013), Graves and Sales said, “The Oxford English Dictionary (Simpson & Weiner, 2009) lists more than 400,000 active words, and achieving students learn a substantial number of these words. Based on the work of Nagy and Herman (1987) and a number of other scholars, our best estimate is that typical students enter kindergarten with vocabularies of 5,000–10,000 words and graduate from high school with vocabularies of something like 50,000 words. This means that students are learning approximately 10 words a day.”

One basic fact about acquiring vocabulary is that it takes multiple exposures to make new words stick. We rarely learn a word the first time we encounter it. This means that in order to learn those 50,000 words, students will encounter many more words than that. In How Many Words Are There in Printed School English? (1984), William E. Nagy and Richard C. Anderson said, “Projecting from this sample to the total vocabulary of school English, our best estimate is that there are about 88,500 distinct words.” Students will need a variety of vocabulary skills and strategies to deal with so many unknown words. Clearly, using context clues when reading is essential.

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A Little Perspective: How Many Words Did Shakespeare Know and Use?

To add a little perspective, I decided to find out a bit about Shakespeare’s (1564-1616) vocabulary. After all, one would imagine that Shakespeare had a great vocabulary.

In The Story of English (1986), McCrum and MacNeil say, “Shakespeare had one of the largest vocabularies of any English writer, some 30,000 words. Estimates of an educated person’s vocabulary today vary, but it is probably about half this, 15,000.”

Here is a different approach and a different set of numbers. In Estimating the Number of Unsen Species: How Many Words Did Shakespeare Know? (1976), Efron and Thisted say, “Shakespeare wrote 31,534 different words, of which 14,376 appear only once, 4,343 twice, ect.” However, by using statistical inference models, they estimate that “35,000 is a reasonably conservative lower bound estimate for the amount of vocabulary Shakespeare knew but didn’t use.” This means that Shakespeare’s total vocabulary was about 66, 534 words.

Compared to our students’ targeted 50,000-word vocabulary, those numbers seem a little low to me. But on the other hand, we learn the easy and common words first. The words get more complex and less common as we continue to learn words and move through life. What did the last thousand words that Shakespeare learned look like? They were probably very uncommon and advanced words.

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A Little Perspective: How Many Words Do Most People Know?

As mentioned above, in The Story of English (1986), McCrum and MacNeil say, “Estimates of an educated person’s vocabulary today vary, but it is probably about… 15,000.” That certainly doesn’t compute with all of our other estimates on vocabulary, especially our 50,000-word goal for our students.

In How Many Words Do We Know? (2016), Brysbaert, Stevens, Mandera, and Keuleers crunched the numbers using data from a large scale crowdsourcing experiment and came up with this: “Based on an analysis of the literature and a large scale crowdsourcing experiment, we estimate that an average 20-year-old native speaker of American English knows 42,000 lemmas and 4,200 non-transparent multiword expressions, derived from 11,100 word families. The numbers range from 27,000 lemmas for the lowest 5% to 52,000 for the highest 5%. Between the ages of 20 and 60, the average person learns 6,000 extra lemmas or about one new lemma every 2 days. The knowledge of the words can be as shallow as knowing that the word exists. In addition, people learn tens of thousands of inflected forms and proper nouns (names), which account for the substantially high numbers of ‘words known’ mentioned in other publications.”

As the above study illustrates, the internet is becoming an interesting force in measuring vocabulary. I recently took a couple of the on-line vocabulary tests to see what they were about and to add additional perspective to all of the statistics I have come across.

Keep in mind that the people taking these internet-based tests do not form a representative sample. Every person who takes a test is a person who is interested enough in vocabulary to want to take a vocabulary test. By the way, TestYourVocab.com states: “Most native English adult speakers who have taken the test fall in the range 20,000–35,000 words. ”

http://testyourvocab.com/

https://my.vocabularysize.com/

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It’s a foundation, a framework, and a methodology for teaching writing! Please check out Pattern Based Writing: Quick & Easy Essay on the homepage to learn more!

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A Little Perspective: How Many Words Are There in the English Language?

How many words one needs to know is based on how many words there are to know. In The Story of English (1986), McCrum and MacNeil say, “Of all the world’s languages (which now number some 2700), it [English] is arguably the richest in vocabulary. The compendious Oxford English Dictionary lists about 500,000 words; and a further half million technical and scientific terms remain uncatalogued. According to traditional estimates, neighbouring German has a vocabulary of about 185,000 words and French fewer than 100,000. ”

In The Cambridge Encyclopedia of the English Language (1995; 2019), David Crystal says, “The two biggest dictionaries suggest around half a million lexemes… The true figure is undoubtedly a great deal higher… It is difficult to see how even a conservative estimate of English vocabulary could go much below a million lexemes. More radical accounts, allowing in all of science nomenclature, could easily double that figure. Only a small fraction of these totals, of course, are learned by any one of us.”

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Methods of Calculation: How Do They Count Words Known or Used?

How do they count words? There are three basic approaches: count words, count lexemes, and count lexeme families. Here is an example using these five words:

Q Q  sell, sold, resell, reselling, unsellable

Count Words: 1) sell, 2) sold, 3) resell, 4) reselling, 5) unsellable

Count Lexemes: 1) sell, sold; 2) resell, reselling; 3) unsellable

Count Lexeme Families: 1) sell, sold, resell, reselling, unsellable

To understand this, you must understand the difference between inflectional morphology and derivational morphology.

Q  Inflectional Morphology: Adding and removing inflectional suffixes: e.g., -ing, -s, -ed, etc.

Q  Derivational Morphology: Adding and removing derivational suffixes: e.g., un-, re-, -able, -ful, etc.

Lemma and Lexeme: A lemma is basically a dictionary headword. When we count lemmas, we count just the dictionary headwords. Buy, bought, and buying have just one lemma. Boy, boys, boy’s, and boys’ also have just one lemma. The collection of extended words created from a root or base lemma through inflectional morphology is called a lexeme. Each related word in the lexeme is called a word-form.

Lexeme Family or Word Family: Lexeme families are also called word families. We include both inflectional morphology and derivational morphology for these families. Take for example, help. How many words in the dictionary contain that root? Here are a few: helpful, helper, helpless, etc. In short, every word and word-form that includes the root morpheme help is in the same lexeme family or word family.

8th Grade Spelling Words List – Words Bank

Our list of 8th grade spelling words includes a variety of challenging and exciting words! What could be more satisfying than knowing how to pronounce and spell words such as the word “phenomenon,” thorough, and voracious?

Students at this stage should know the majority of the terms they’ll use. However, some be struggling with “glitches” – a misunderstood or misunderstood spelling rule, specific words they regularly misspell, as well as some key terms they’ve never heard of.

Eighth graders are developing wide-ranging vocabularies. Make sure they spell the words they are using!

Here’s our list with 350 spelling words from 8th grade that we have selected from various well-known sources. This list is a general reference. But, of course, the curriculum you use and the needs of your students could differ.

You’ll notice that our 8th grade spelling words seem much tougher than spelling words for grade 7! So why is the difficulty so much?

1. Vocabulary of students is increasing quickly.
2. Eighth graders are using words that have more and more suffixes and prefixes.
3. Other subjects, such as sciences and math will require students to spell more difficult words.

YourInfoMaster.Com can assist 8th grade students in discovering new words and expanding their vocabulary. This time, we’ve prepared an alphabetically ordered list of words for spelling bees for students in the 8th grade.

Here’s a print-friendly listing of 8th grade spelling words. This eighth grade spelling list is a general-purpose list comprised of a mixture of long vowel words, short vowel words, eighth grade sight words, and many more, all contained in a 350-word list.

ALSO READ: Awesome Sounding Words Meanings | Cool Speaking Words

8th Grade Spelling Curriculum Sequence

In the 8th grade, kids work on their literacy skills as they prepare for Middle School to High School!

Students in 8th grade must be fluent in about 15,000 words and learn more than one million words each year. In addition, eighth grade spelling students must be able to identify words they’ve never heard of before through a thorough comprehension of English spelling rules. They should also be aware of strategies to spell words they’ve never seen before.

Thus, the focus on spelling in the eighth grade is to ensure that the students know about the spelling conventions and can correctly use them. An excellent example of a spelling rule is that if a suffix begins with a vowel such as -ABLE or even -ING and the root word is terminated with one vowel and consonant; the letter will be multiplied.

Likewise, it is evident that STOP turns into STOP, TAP is transformed into TAPPED, and CLAP is changed to CLAPPING. In addition, there are numerous other spelling conventions discussed and introduced during the 8th grade spelling period that help the student’s proficiency in writing and reading in the English language.

Children learn about spelling through various activities that incorporate a variety of creative ways to make the eighth grade spelling program enjoyable for the children. However, be aware that each child learns at their own pace and therefore, what works for one student might not be the best strategy that your child needs.

The Foundational Spelling Skills

Spelling skills must be developed as part of a comprehensive phonemic awareness in language arts reading comprehension, phonics vocabulary, reading fluency, and grammar, reading and writing programs.

In addition, the children should (with the help of their parents) improve their spelling skills by pursuing an enthusiasm for writing regularly, continuous reading, studying spelling rules, and playing spelling games.

YourInfoMaster.Com offers an entire 8th grade spelling program with fun activities that build solid foundations for spelling. Furthermore, your child is likely to succeed in the eighth grade of spelling.

8th Grade Spelling Words List

What spelling words should your eighth grader be familiar with? Here’s a list of 350 words suitable for spelling tests, spelling games, or practicing for the upcoming spelling competition. For more fun, read the seventh-grade spelling words before starting grade 8 spelling words!

ALSO READ: Awesome Sounding Words Meanings | Cool Speaking Words

Here is the big collection of 8th Grade Spelling Words that can be introduced to middle school students of grade eight.

Table 1: 8th Grade Spelling Words List

How to teach 8th Grade Spelling Words?

A typical school year lasts 36 weeks. The spelling words for grade 8 are broken down into 32 weeks.

The first four weeks

Before attempting to learn to spell, 8th grade children have to establish an understanding of phonics. The first four weeks should be spent working on:

• The alphabet
• The sounds the letters make
• Learning to write letters
• Starting to read

In the next 32 weeks

Download the master spelling list for the 6th grade at the bottom of the page. You can download it for free and then print it.

Conclusion

Activities for learning in the 8th grade spelling has never been so enjoyable! No pencil and paper are required to use these easy ways to pronounce the words and practice spell-checking in the house or school. Learn the words from the 8th grade spelling list in many different ways!

Which of these incredibly 8th Grade Spelling Words that are most helpful in your daily life? Have you found some new 8th Grade Spelling Words that are more appealing to you? Spread these Spelling Words by sending a text with these words for someone you love and adore.

If you enjoyed 8th Grade Spelling Words List, I’d be very thankful if you’d help it spread by emailing it to your friends or sharing it on Twitter, Instagram, or Facebook. Thank you!

Did you read these 8th Grade Spelling Words List on the way? Which one do you read? Let us know if you have any question. We will gladly explain!

Recap of we just learned

• 8th Grade Spelling Curriculum Sequence
• The Foundational Spelling Skills
• 8th Grade Spelling Words List
• How to teach Eighth Grade Spelling Words?
• The first four weeks
• In the next 32 weeks

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Life hacks for expanding the vocabulary of high school students

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Do your high school students sleep on their desks and forget their notebooks? No, but still do not learn the words for the lesson? In this article I want to share how to help students learn English words in an interesting way and actively use them in speech.

Word of the day and news at the beginning of the lesson

Teenagers sometimes follow the news and like to be aware of trends. Introduce a simple tradition: at the end of a lesson, say a word or idiom to one student about the topic of the next lesson.

The student will be asked to tell a story that uses this vocabulary. Have classmates guess its meaning if they don’t know it, and then discuss the news using the word of the day.

Useful link: BBC Learning English | For Teachers | Words in the news

Guessing games

New vocabulary is best learned when put into speech. It may be uncomfortable for teenagers to take part in role-plays or recite texts at the blackboard by heart, but everyone likes to play in class. They already have a sufficient level of English to explain the words in Alias ​​or guess the characters in Heads up.

If you want to consolidate vocabulary on a specific topic, select the cards you need. The game can be organized in pairs or in the usual form at the board. The more emotional the games are, the better the students will remember new words.

Games with a cube

Teenagers are often so busy that after the teacher’s phrase: “Now we will learn new words”, they will perceive any tasks without enthusiasm and even with rejection. But We are going to play a new game sounds completely different, because in other lessons they hardly play games. We can adapt almost any board game for an English lesson.

If you are working in a small group, organize a basic Snakes and ladders with dice, tokens and unusual tasks on the squares. Other options: Tell the group what you did yesterday, Name 3 things connected to the space, Tell about your plans for the next year – tasks depend on the topic of the lesson and your imagination.

• ESL games world
• Games to learn English
• Elsgamesplus

Travel

These days, we all miss traveling. Traveling in an English lesson will not only help you get new impressions, but also learn new words.

If you work at a school, take the children on a tour of the area around the school. You can give the task in groups in the form of a project. Each group of three to five people prepares a report on the attraction. But you can listen to reports not in the classroom, but walk around the school. Ask the rest of the students not just to walk, but to listen carefully and make up one question at a time.

If the school is located in a residential area and there are few attractions, Google Maps will come to the rescue. Students can take a virtual tour of their favorite sights or places they dream of visiting.

Engage the audience: give students a task before the speaker. For example, ask a question using the vocabulary being studied. It is desirable that new words be in front of your eyes in the useful words section.

Read on: Ideas for an English Lesson with Virtual Journey and Making Learning New Words Easy

Spidergrams

Organized vocabulary will be easier to remember. This is important for teenagers who find it difficult to concentrate. Many of my students noted the convenience of organizing words in the form of a spidergram.

You can enter collocations into it or group vocabulary thematically. The main thing is to be able to display the ambiguity of English words. For example, the verb get changes its meaning if it is next to on with or at . To do this, it is desirable to give examples in sentences, and not just words taken out of context.

Spidergram constructors: Creately.com and Lucidchart

Dictionary

The classic dictionary at the end of the notebook also helps to remember vocabulary, but it is better to divide it into topics. If students want to get creative, they can add pictures to the translation of words. It is important that they are well versed in their records and can quickly find the information they need.

Read on the topic: Ways to practice and memorize vocabulary

Meeting an interesting person

When we talk about high school students, we mean a group that has been studying together for quite some time. They have one teacher, so their speech is often the same.

To expand your vocabulary, invite an English-speaking foreigner for a thematic conversation once a month. Find a student from the city’s language school or use online services such as Lingoglobe.

To make the conversation with the guest as productive as possible:

1. Choose an interesting topic with the students.
2. Discuss with the guest the format of the conversation: a short lecture, a polylogue or a discussion of a book / film, like in an interest club.
3. During the conversation, record non-standard words and expressions that the guest used.
4. Practice new vocabulary with students: remember the context in which they were used, invite students to guess their meaning and use them in dialogues.

Communication with a foreigner motivates students to learn the language, so teenagers will see how new words can be applied. This is the most important life hack for expanding vocabulary at any age.

Even more tips in our videos:

• 5 tips: how to learn and remember English words forever
• How to double your vocabulary in English?

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Alexandra Luneva

Methodist, senior expert of TTC Skyeng, workshop leader. Author of courses on teaching methods. Over 10 years of teaching experience

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Features of the development of the vocabulary of primary schoolchildren

THEORETICAL ASPECTS OF STUDYING THE PROBLEM OF DEVELOPMENT OF VOCABULARY IN CHILDREN OF PRIMARY SCHOOL AGE

INTRODUCTION

Subjective reality, the inner world of a person is diverse and complex: these are cognitive processes from sensations to thinking, with the help of which an objective picture of the world is created, these are internal needs, motives, desires, goals and plans, interests, inclinations , dreams of a person, these are his feelings, experiences, states, relationships, views and beliefs.

The modern system of education, in accordance with the Law of the Russian Federation “On Education” of the latest edition, requires the introduction into the practice of general educational institutions of a set of measures aimed at providing each child in a timely manner, in accordance with his age, with adequate conditions for development, the formation of a full-fledged personality, and proper education.

The most important achievement of man, which allowed him to use universal human experience, both past and present, was verbal communication, which developed on the basis of labor activity. Speech is language in action.

Mastering the native language as a means and way of communication and cognition is one of the most important acquisitions of a child. If a certain level of mastery of the native language is not achieved by the age of 7-8, as a rule, it cannot be successfully completed at later age stages.

Rich and well-developed speech serves as a means of full-fledged communication and personal development. Vocabulary as the most important part of the language system is of great general educational and practical importance. The richness and activity of the dictionary is a sign of the high development of the child’s speech. With violations of the formation of the lexical stock, the speech of children cannot be considered sufficiently developed. Correction of speech disorders in general and in particular the enrichment and activation of vocabulary are a necessary condition for the development of children’s communication skills.

The urgency of the problem of children’s mental health has increased significantly in recent years. The growth of neuropsychiatric, somatic diseases and various functional disorders correlates with a general decline in academic performance, especially at the initial stages of education.

Delay in the development of speech (poor understanding of what people around say, poor vocabulary – names and words – concepts, narrowed or unduly broad concepts, etc. ) makes it difficult for a child to communicate with other children and adults, and upon admission in the first grade creates difficulties in mastering reading and writing.

Studies of domestic psychologists and teachers L.S. Vygotsky, A.N. Leontiev, A.A. Leontiev, F.A. Sokhina, S.L. Rubinstein, T.N. Ushakova, E.I. Tiheeva, M.I. Lisina, A.R. Luria, M.M. Koltsova, D.B. Elkonin proved the important role of mastering the speech of children as a means of communication for the mental development of the child.

This problem is even more actualized when it comes to children with mental retardation (MPD).

In children with mental retardation, underdevelopment of forms of cognitive activity, concreteness and surface thinking, slow development of speech and its qualitative originality, violation of verbal regulation of behavior, immaturity of the emotional-volitional sphere are noted.

At the present stage of development of society, there is an acute problem of increasing the number of children with mental retardation and, accordingly, the problem of preventing and overcoming school maladaptation in this category of children, manifested in low academic performance. Meanwhile, socio-economic transformations in society dictate the need for the formation of a creatively active personality.

However, issues directly related to the problems of speech development and vocabulary activation in younger schoolchildren with mental retardation have not been sufficiently developed to date. There is a lack of methodological and theoretical recommendations on this issue in the specialized literature.

The problem of the development of speech and the activation of the vocabulary of children is relevant because speech is an integral component of any form of human activity and behavior in general. Lack of formation or underdevelopment of speech is noted in all children with mental retardation and has a negative impact on the development, learning and socialization of the child. Timely and purposeful work on the development of speech and the activation of the dictionary will contribute to the assimilation of the school curriculum, improve interpersonal communication and social adaptation of younger students.

The study of problems in the development of speech, vocabulary activation was carried out by such specialists as Volkova L.S., Zhukova N.S., Efimenkova L.N., Lalaeva R.I., Sadovnikova I.N., Stepanov G.G. , Strebeleva E.A.

However, in the context of the transition of the system of special education to new conditions, the presentation of modern requirements for the level and quality of the child’s speech development, this problem requires study in a different aspect.

Thus, at present, the problem of adjective vocabulary development among primary school students with mental retardation in the Russian language and speech development lessons is relevant both in practical and theoretical terms.

Chapter I. Theoretical aspects of studying the problem of intensification of vocabulary in children of primary school age

The concept of “Dictionary” in psychological and pedagogical science

The problem of studying the vocabulary of children is one of the actual in modern psychological and pedagogical science. In the framework of this study, the term “dictionary” will be used as a synonym for the concept of “vocabulary”.

In the general system of speech work at any stage of education, the enrichment of the dictionary, its consolidation and activation occupy a very large place. And this is natural. The word is the basic unit of the language, and the improvement of verbal communication is impossible without expanding the child’s vocabulary. Vocabulary is one of the components of a child’s speech development. Vocabulary mastery is an important condition for mental development, since the content of the historical experience acquired by the child in ontogenesis is generalized and reflected in the speech form and, above all, in the meanings of words [9, S.44].

A dictionary is words (basic units of speech) denoting objects, phenomena, actions and features of the surrounding reality [26, p. 111].

From the point of view of psychology, vocabulary is the total amount of words that a person knows and understands (passive vocabulary), uses in writing and speaking (active vocabulary). In psychology, it is usually understood that the vocabulary refers to the volume of words of the native language, the native speaker of which is a person [1, p. 221].

Vocabulary affects the general intellectual level of a person. Therefore, vocabulary tasks (subtests) are often used in IQ tests [49, p. 23].

Psychologists, teachers and linguists, in particular, such as L.S. Vygotsky [11], V.V. Vinogradov, A.V. Zaporozhets, A.A. Leontiev, S.L. Rubenstein, F.A. Flerina, D.B. Elkonin [54].

Dictionary is one of the components of a child’s speech development. Vocabulary mastery is an important condition for mental development, since the content of the historical experience acquired by the child in ontogenesis is generalized and reflected in speech form and, above all, in the meanings of words. Assimilation of the dictionary solves the problem of accumulation and refinement of ideas, the formation of concepts, the development of the content side of thinking. At the same time, the development of the operational side of thinking takes place, since the mastery of lexical meaning occurs on the basis of the operations of analysis, synthesis, and generalization. The poverty of the dictionary interferes with full communication, and, consequently, with the overall development of the child. Conversely, the richness of the vocabulary is a sign of well-developed speech and an indicator of a high level of mental development. The timely development of vocabulary is one of the most important factors in schooling. The development of the vocabulary affects the comprehensive development of the child. The emotional development of children, the child’s understanding of the emotional state of other people also depend on the degree of assimilation of the verbal designations of emotions, emotional states and their external expression [53, p. 50].

Distinguish between passive and active vocabulary. Under the passive dictionary is understood the possibility of understanding words, under the active – their use in speech. The level of vocabulary development is determined by quantitative and qualitative indicators [9, p.45].

So, according to A. M. Borodich [6, p. 77], an active dictionary is words that the speaker not only understands, but also uses. The active vocabulary of the child includes commonly used vocabulary, but in some cases – a number of specific words, the daily use of which is explained by the conditions of the child’s life.

Passive vocabulary – words that the speaker understands but does not use. The passive vocabulary is much larger than the active one; this includes words whose meaning a person can guess from the context. If an adult’s passive vocabulary most often includes special terms, dialectisms, archaisms, then a child’s – part of the words of common vocabulary, more complex in content [6, C. 77].

In her research, N. S. Zhukova defines a passive dictionary as a part of the vocabulary of a language that is understandable to a particular person; under the active dictionary, scientists understand a part of the vocabulary of a language that is not only understandable to a certain person, but is also freely used by him in everyday life [18 , S. 51].

GG Stepanov [45, p. 111] believes that the dictionary of the language shows what people think, and grammar – how they think. By the term “dictionary” the author meant the vocabulary, or vocabulary of the language that people use in speech. Words were needed by a person in order to give a name to everything that is in the world. So they reflect people’s thoughts. Figuratively speaking, language is a mold of human thinking. That is, “the dictionary of the language testifies what people think.” Grammar is a branch of linguistics that studies the rules for constructing phrases and sentences. Knowledge of grammatical rules not only helps a person to correctly and clearly express his own thoughts, but also reveals his inner world, state, attitude towards others [45].

Vocabulary (lexical) work is one of the components of the system for the development of students’ speech. Its tasks are the generalization, clarification and activation of the children’s vocabulary, the elimination of non-literary words from their vocabulary [43, C. 71].

The assimilation of a huge vocabulary cannot take place spontaneously. One of the most important tasks in the development of speech in elementary school is the ordering of vocabulary work, the identification of its main directions and their justification, the management of the processes of enrichment of the vocabulary of schoolchildren [43, C. 72].

The word is the most important unit of language, the bearer of meanings. Words and their combinations denote specific objects and abstract concepts, while words express emotions. The richer a person’s vocabulary, the wider his options for choosing a more accurate and expressive design of thought [18, C. 117].

The word is the basic unit of speech; the quality of speech and the success of communication depend on the richness and mobility of a person’s vocabulary. From the point of view of the mechanisms of speech, the student faces two tasks [18, p. 119]:

1) Quantitative accumulation of words in the memory with an understanding of all its shades of meaning, their expressive colors.

2) The task of activity, the readiness of the dictionary for speech activity, that is, the quick and accurate choice of words, their inclusion in sentences and text in a direct and figurative sense [18].

Mastering the language, accurate, correct oral and written speech is a necessary condition for the formation of a successful personality. This task is facing both the teacher and the parent and, of course, the speech therapist. Only in close cooperation can it be solved. The role of a speech therapist in the implementation of the task is especially important if the child has impaired oral and written speech.

The word is part of the building block for sentences, the key to understanding the whole sentence. If a child does not know how to understand the meaning of a word, understands poorly or does not understand its meaning at all, he will always suffer from a misunderstanding of the subject itself. The meager vocabulary of the student deprives him of successful work. Therefore, the task is not just to acquaint children with a new word, its lexical meaning, but also to make it an object of observation, analysis, taking into account its etymology. To achieve this, first of all, it is necessary, together with the children, to find out what the word can be [9, P. 59]

Studies of various aspects of the speech development of children were carried out by M.M. Konina and A.M. Borodich, L. S. Volkova.

L. S. Volkova [26, p. 340] specified the methodology for enriching the vocabulary on the basis of familiarizing children with objects, their features and qualities, the materials from which they are made, showed the influence of the system of knowledge about objects on mental, speech development. She considered the development of children’s vocabulary in connection with children’s mastery of concepts.

Psychological and pedagogical research of children’s speech is carried out in three directions: [5, C. 30]

1. Structural – the issues of formation of different structural levels of the language system are studied: phonetic, lexical and grammatical;

2. Functional – the problem of the formation of language skills and communicative function is studied;

3. Cognitive – the problem of forming an elementary awareness of the phenomena of language and speech is studied [5].

Thus, the concept of “dictionary” in pedagogy and psychology is characterized as one of the components of the child’s speech development, and the main unit of speech is a word denoting objects, phenomena, actions and signs of the surrounding reality. Distinguish between passive and active vocabulary. The level of development of the dictionary is determined by quantitative and qualitative indicators and is an indicator of the general and mental development of the child.

Regularities in the development of children’s vocabulary

Features of the development of children’s vocabulary have been thoroughly studied in physiology, psychology, and psycholinguistics. The process of formation in children of the first function of speech, i.e. mastering speech as a means of communication during the first seven years of life, according to L. S. Volkova, takes place in three main stages [26]:

gradually develop conditions that ensure the mastery of speech in the future. This is the preverbal stage.

At the second stage, the transition from the complete absence of speech to its appearance is carried out. The child begins to understand the simplest statements of adults and pronounces his first active words. This is the speech stage.

The third stage covers all subsequent time up to 7 years, when the child masters speech and uses it more and more perfectly and in various ways to communicate with surrounding adults. This is the stage of development of speech communication.

However, approach A is the most popular. N. Leontiev, according to which four periods of speech development in a child are distinguished. The first period is the period of preparation of verbal speech. This period lasts until the end of the first year of a child’s life. An important determining factor in the pre-verbal development of speech is the verbal communication of others with the baby. This is the moment when the baby is able to perceive speech patterns for imitation and for mastering the language used by others [26, p.253].

The second period is the period of initial language acquisition and the formation of dissected sound speech. Under normal conditions, it proceeds quite quickly, and, as a rule, ends by the end of the third year of life.

This period of speech development can be conditionally divided into several stages. At the first stage – the stage of words-sentences, which lasts from one year to 1.5 years, the child’s statements are limited to just one word, which performs the function of a whole sentence. This feature of the child’s speech is internally related to the fact that his thinking, in unity with which speech is formed, still has the character of visual, effective intellectual operations.

The second stage (from 1. 5 to 2 years) can be characterized as a stage of two or three word sentences, or as a stage of morphological dissection of speech. With the transition to this stage, the rapid growth of the child’s active vocabulary begins.

The third period is the period of development of the child’s language in the process of speech practice and generalization of linguistic facts. This period covers the preschool age of the child, i.e. begins at the age of three and lasts up to seven years. The main feature of this period is that the child’s speech develops in the process of verbal communication, abstracted from the specific situation, which determines the need for the development and improvement of more complex language forms [26, p.151].

The last, fourth period is associated with the child’s mastery of written language and the systematic teaching of the language at school [18, p.48]. This stage of speech development begins at the end of preschool age and is associated with the child’s schooling. In the process of learning, he masters more complex types of speech: written, monologue, methods of artistic literary speech. Gradually, written speech becomes dominant and helps to form a highly developed, correct speech.

The baby’s speech develops by imitation, so the clear, unhurried, grammatically and phonetically correct speech of adults plays an important role in its formation.

The formation of vocabulary, one of the aspects of speech, is due to a number of factors such as: the transition from an unsigned system to a sign system, the development of a child’s ideas about the surrounding reality, the development of thinking and other mental processes [9, p. 59].

Vocabulary formation is not possible without expanding and clarifying the child’s vocabulary.

GV Chirkina, NA Cheveleva, TB Filicheva, [55] note that the vocabulary depends on the age of a person, his social environment, education, mental development and has its own patterns of development.

The child is born with a ready-made speech apparatus, but does not speak. This is due not only to the underdevelopment of the entire nervous system and speech center, but also to a number of other reasons [33, p. 91]:

He has no content for speech, he needs to accumulate this content;

He does not know the verbal forms of speech, he must master them;

Speech is associated with manifestations of thinking and is conditioned by them;

Language develops in conditions of social communication between people; between the newborn and the people around him, social ties have not yet been established, they must be established.

Guiding the development of children’s speech should be carried out in these directions. It is necessary to help ensure that the child’s apparatus improves and develops without hindrance, so that the process of mastering speech is not hampered. It is necessary to help the child acquire content for his speech – the accumulation of ideas, knowledge, concepts, thoughts; it is necessary to provide the child with the best conditions for mastering the most perfect forms of speech structure; it is necessary to establish and gradually expand the social ties of children. Along the way, developing speech will be clothed with thought, and thought will nourish the language. In these areas, the entire methodology for the development of speech should be deployed, starting from the day the child is born [26, pp. 13-15].

The first years of a child’s life are of decisive importance for the further development of his speech and subsequent activation of the vocabulary. Many of the reasons for the delay in this development and the speech defects of older children often lie in the conditions of their life and development at this early stage [26].

In her research, N. S. Zhukova singled out 4 degrees of generalization of words in meaning [18]:

– The zero stage is reduced to the generalization of the name and naming of a single object. This stage is typical for children from 10 months to 1 year.

– Stage 1 – from 1 to 2 years old, children learn words by relating them to a specific subject. But by the age of two, children are already beginning to understand generalizations, a Ị degree appears: proper names are replaced by common nouns.

– Stage 2 – from 2 to 3 years old, children learn words of the second degree of generalization – generic concepts, for example, “clothes”, “toys”, “shoes”, etc.

– 3rd stage of generalization by assimilation of the word of generic concepts, for example “plants: grass, bushes, trees”. Children learn the third stage of generalization at the age of 3-5 years.

– stage 4 – a rapid increase in the vocabulary of children is observed in children from 2 years of age. It is significantly replenished due to new word formations. The child divides words into morphemes, and this process is called word creation. The suffixal way of word formation appears first, for example, “varulka” or “kopatka”. This process is closely related to the acquisition of coherent speech. In addition, if you look from the other side, children’s word creation is at the same time a qualitative reflection of the child’s vocabulary [18].

Speech ontogenesis is characterized by the uniform development of the passive vocabulary and the spasmodic development of the passive vocabulary, always advancing [26, p. 253].

During the development of speech in a child at senior preschool age, all the constituent components of speech are formed: vocabulary, grammar and phonetics. The general pattern of this process is that the impressive form of speech is steadily ahead of the expressive (pronunciation) form in development. The amount of speech material available to the understanding of children is always greater than what they use in conversation. Children begin to distinguish phonetic elements of speech earlier than to pronounce them correctly [9].].

In the same period, inner speech is also activated – the speech-thinking process (when a child is able to reason with himself without speaking out loud). The word acquires the meaning not only of a unit of speech, but also of a unit of thought [26, p.251].

The vocabulary of seven-year-old preschoolers is large enough. In the dictionary of future first graders there are words of all parts of speech. Children use words meaningfully, they are able to understand words with a figurative meaning, not to take them literally. This ability was not available to children at the early stages of speech development [18].

The grammatical structure of speech is almost perfect. Preschoolers of the seventh year of life use complex, complex and non-union sentences in their speech. Accessible to children is becoming such a skill as retelling the text [18].

At senior preschool age, work continues to expand the vocabulary. The main attention is paid to the introduction into the active dictionary of words denoting qualities and properties differentiated by the degree of severity (light red, sour, bitter-salty, stronger, heavier, dense, etc.) [18].

In the dictionary, children enter words denoting materials (metal, plastic, glass, porcelain, etc.). Work continues on the introduction of elementary concepts (tools, dishes, vegetables, fruits, transport, wild and domestic animals, wintering and migratory birds, etc.) [18].

The development of a child’s vocabulary is closely related to communication with other children. The child hears and remembers new words in the process of interaction. In addition, the communicative factor affects the development of speech in children in its interpersonal function and is of extreme importance, as it contributes to the development of social relations in children and is necessary for successful socialization [26].

By the beginning of schooling, most children have already fully mastered the sound side of speech, have a fairly extensive vocabulary, and are able to build sentences grammatically correctly. However, not everyone has the same process of mastering speech [26].

And one of the most important causes of these problems is the child’s lag in speech development. Such a lag may appear from the poverty of the vocabulary, from an inaccurate understanding of the meaning of many words, from the inability to grammatically correctly connect words to each other (erroneous use of their endings), from defects in sound pronunciation, expressed in the complete absence of some sounds in the child’s speech or in the replacement of some speech sounds others and so on [1, p. 159].

The content of vocabulary work is based on the gradual expansion, deepening and generalization of children’s knowledge about the objective world. As a result, children accumulate a significant amount of knowledge and an appropriate vocabulary, which ensures free communication in a broad sense (communication with adults, peers, understanding of literary works, television and radio programs, etc.). This dictionary is characterized by a variety of topics, it contains all parts of speech, which makes it possible to make the speech of a child of primary school age meaningful, fairly accurate and expressive [1, p. 161].

Thus, the development of the vocabulary in the ontogenesis of speech activity has its own patterns, sequence and features. Its formation depends on such factors as the development of the child’s ideas about the surrounding reality, the development of thinking, attention, memory and other mental processes. The development of a child’s vocabulary is closely related to communication with other people (adults and peers). In the psychological literature, four periods of speech development in a child are distinguished. The first period is the period of preparation of verbal speech. The second period is the period of initial mastery of the language and the formation of dissected sound speech. The third period is the period of development of the child’s language in the process of speech practice and generalization of linguistic facts. The fourth period is associated with the child’s mastery of written speech and the systematic teaching of the language at school.

1.3 Features of the development of the vocabulary of younger schoolchildren

During the period of schooling, when much higher demands are placed on the level of speech development, a child with an insufficiently high level of speech development finds himself in a very difficult position [9, p. 97].

By school age, a child’s vocabulary reaches 1500 – 2000 words. First of all, the child usually learns those words that are directly related to his life. For this reason, first of all, the names of objects and actions appear in his speech, and much later (after 2 years) – the names of signs. Participles and participles appear even later. As for the prepositions that do not designate the objects themselves, but only the relations between the objects, the children omit them in their speech for a long time [9, S. 99].

Children’s vocabulary is enriched very actively at school age. This is due to the need to master many special terms in the study of various school subjects, as well as the conscious mastery of the laws of word formation. For example, with the help of verb prefixes from the verb walk, you can form a number of related verbs that already have different meanings: enter, exit, leave, enter, approach, depart, cross, pass, converge, diverge, etc. Assimilation of the meanings of these prefixes in relation to one verb, as it were, gives the child the key to the similar formation of new words from many other verbs: run in, run out, run away . ..; fly in, fly out, fly out [1, p. 170].

In addition, these verbs can be used to form verbal nouns (in, out, out…) and adjectives (out, in…), as well as participles (in, out, out…) and gerunds (in, out, out) [ 1, p. 170].

As you can see, this path opens up completely limitless opportunities for enriching vocabulary, but the full use of these opportunities is available only to children with a sufficient level of speech development [9].

Such is the case with the quantitative growth of the vocabulary. In addition to quantitative growth, the child’s vocabulary is constantly enriched in qualitative terms. This happens, first of all, due to the assimilation by the child of more and more new meanings of words already known to him. For example, a pen is not only a small hand of a child, but also a tool for writing, as well as a handle by a door, a pot, some kind of appliance, etc. [24, p. 71].

Another important source of qualitative vocabulary enrichment is mastering the figurative meaning of words (golden hands, burning eyes, bright head, etc. ) [24, p. 79].

Modern elementary school sees one of the main tasks of teaching the development of speech and thinking of younger students. One of the indicators of the mental and speech development of schoolchildren is the richness of their vocabulary. Vocabulary is necessary for the language as a building material. V. I. Lubovsky, gave the definition “The word is a particle of knowledge, a particle of generalization of experience, which is stored in memory and used by a person in the process of thinking and speech.” The enrichment of the vocabulary, and, consequently, the speech development of younger students, is facilitated by the organization of educational activities aimed at [27, p. 91]:

– perception and awareness of the semantic content of the studied words and cognate words, shades of the meanings of these words, antonymic and synonymous relations, compatibility of words and stable turns;

– development of the ability to explain the meaning of words and the features of their use in speech;

– formation of the ability to use words in speech when constructing one’s own speech statement.

Among the various exercises aimed at expanding the vocabulary of children, a special place should be given to working with synonyms and antonyms in order to achieve greater expressiveness of the statement. To speak expressively about something means, to some extent, to enhance the impression of your speech, influence the feelings of listeners, force them to pay attention to one or another detail in a conversation or narration [26, p. 97].

Synonyms in speech can replace each other, their skillful use allows avoiding the repetition of the same words in speech and thereby eliminates the monotony and monotony of speech, makes the statement diverse, accurate and expressive “Work on synonyms includes the following steps:

selection words that are close in meaning

selection of words (synonyms) in the text;

clarifying students’ understanding of words;

introducing a word into another context – making up a sentence;

use of synonymous words in speech [18, p. 79].

Systematic and purposeful work with younger students on the phenomena of synonymy and antonymy in order to develop vocabulary develops their attention and interest in the word, makes their speech more accurate and expressive, forms a sense of language, and activates mental activity [26, p. 99].

Thus, the speech development of younger schoolchildren is characterized by a number of features: by school age, the child’s vocabulary reaches 1500 – 2000 words. First of all, the names of objects and actions appear in the child’s speech. Much later, after 2 years – the names of adjectives (begins with the appearance in the dictionary of adjectives denoting size: large – small; colors: red, blue, black, yellow, white; taste: bitter – sweet; temperature: warm – cold; weight: heavy – light; object ratings: dirty – clean, good – bad, etc.). Participles and participles appear even later. Prepositions that do not denote the objects themselves, but only the relations between objects, are omitted by children in their speech. Actively, the qualitative and quantitative side of the vocabulary of children is enriched at school age.

Conclusions on Chapter 1

An analysis of psychological and pedagogical literature showed that the concept of a dictionary in pedagogy and psychology is characterized as one of the components of a child’s speech development, and the main unit of speech is a word denoting objects, phenomena, actions and signs of the environment reality.

Distinguish between passive and active vocabulary. The level of vocabulary development is determined by quantitative and qualitative indicators.

The development of children’s vocabulary in the ontogenesis of speech activity has its own patterns, sequence and features. Its formation depends on the following factors:

– development of the child’s ideas about the surrounding reality,

– development of thinking, attention, memory and other mental processes.

The development of a child’s vocabulary is closely related to communication with other people (adults and peers).

Features of the development of the vocabulary of younger schoolchildren are characterized by: active enrichment of the vocabulary of children, this is due to the need to master many special terms when studying various school subjects, as well as conscious mastery of the laws of word formation.

The foundation for the development of students’ coherent speech is their vocabulary. Enriching the vocabulary of students serves the overall development of students. Therefore, the expansion of the vocabulary provides all educational activities and especially the study of the Russian language program during the lessons.

The speech development of younger schoolchildren is characterized by a number of features: by school age, the child’s vocabulary reaches 1500 – 2000 words. First of all, the names of objects and actions appear in the child’s speech, and later, after 2 years, the names of adjectives (begins with the appearance in the dictionary of adjectives denoting size, color, taste, temperature, weight, assessment, etc. Participles and gerunds appear even later. Prepositions , which do not denote the objects themselves, but only the relationship between objects, children omit in their speech.Actively, the qualitative and quantitative side of the vocabulary of children is enriched at school age.0003

The vocabulary of adjectives of children of primary school age is also characterized by a number of features:

– a significant discrepancy between the size of the active and passive vocabulary of adjectives, especially for adjectives of evaluation and pronominal adjectives;

– inaccurate, undifferentiated use of adjectives;

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Publication address: https://www.prodlenka.org/metodicheskie-razrabotki/227315-osobennosti-razvitija-slovarnogo-zapasa-mlads

Teen Dictionary – 2017 – Snob

Words you heard this year from teenagers , but were embarrassed to know their meaning

The Expert Council at the Center for the Creative Development of the Russian Language compiled a list of the main, in its opinion, words of 2017. In the first place, according to the council, the word “renovation”, in the second “bitcoin”, in the third – “hype”. According to a large part of Moscow teenagers, “hype” no longer surprises anyone, since even the world of parents recognized him as one of the main ones. But there are many such words and memes that even the most inquisitive adults still have to translate.

For example, the word “ fame ” (from English fame – glory, fame) – in the direct meaning of fame, fame. Unlike “hype”, it does not have an emotional connotation.

Example: Druzhko is losing his fame (Druzhko is losing popularity).

Another of the most actively used words, primarily due to the culture of rap battles, is punch or punchline 0505 line ), which should hook the opponent very strongly. Like a crushing blow in boxing, in rap battles the main blow is the punchline, where the enemy is “hurt” as much as possible.

Example: Yesterday the mathematician paired me on controsha, and even rolled out a punchline.

Many words in a teenager’s vocabulary express feelings. Often these are English or Japanese borrowings, often tracing paper from English, there are also Russian words used in an unusual sense. But almost always these words are so emotionally colored and pronounced with such feeling that they are intuitively understandable without translation.

Creepy / creepy (from English creepy – creepy, creepy) – something terrible or vile.

Example: Yesterday I watched the movie “It” – no, for me something creepy.

Zashkvar – obscene, shameful, unworthy act. Also – to wear unfashionable or, conversely, clothes that have become too common.

Example: Egor’s parents took away his smartphone, full of shit!

Wearing Chelsea sweatpants is a bummer!

Vinishko is a representative of the “vinishko” subculture, a girl with short (not below the shoulders) hair, bleached or dyed in bright colors. He wears glasses with large lenses, often without diopters, T-shirts with mysterious inscriptions, high-waisted jeans, vintage dresses, can talk about serious philosophical literature, is not alien to the aesthetics of decadence, drinks affordable wine.

Example: I have a friend who is a typical vino.

Lamp — warm, touching, nostalgic.

Example: Yesterday we sat outside the garages.

Crash (from English crush – passion, object of adoration) – a person who is madly in love, an object of desire.

Example: You don’t have to hide it – I realized a long time ago that he is your crash!

Sasny (from English sassy – impudent, impudent, lively) – very cute, extremely positive, handsome, sexy.

Example: Olya has a lunar crash.

Hayter (from English hate – to hate) – a person who openly expresses his hatred, envy, anger towards some person or generally to everyone.

Example: Every successful blogger has a lot of haters, that’s fine.

Hate – to hate, publicly humiliate, insult, discredit.

Example: There are girls in our class who hate me.

Zhiza — truth of life, life situation.

Example: Well, what did you want, it’s zhiza, when they laugh at you because of such dirty slippers.

In addition to numerous definitions, there are a huge number of verbs in the teenage vocabulary, and it is often possible to make mistakes when trying to translate at random – as, for example, in the case of the word “yell”. Now it means more than just shouting loudly.

Yell, yell – laugh wildly and joyfully, fall into hysterics with laughter.

Example: Have you seen that bastard? Screaming from his latest vid!

Kuhn is not at all about the Maine Coon cat. This Japanese suffix, which in Japanese is used to express a friendly attitude towards a boy/man, is called a boy.

Example: What is this kun with purple bangs?

Tian is also a Japanese suffix, used to give the word a diminutive connotation. Sometimes used in the meaning of “girl, girl.”

Example: My girlfriend is so chan!

To sway — to be in a state of delight and tenderness. Although the word is not entirely new, it is now experiencing a second wave of use associated with moving beyond the use exclusively among anime fans.

Example: We had a great time with Luda-chan!

Trip / trip (from English trip – trip, journey) – a psychedelic, altered state of consciousness, characterized by atypical perception and an intense process of awareness. Such conditions can be caused in various ways, for example, by taking psychoactive substances. The word, which originated in the hippie era in the last century, is again actively used. Sometimes it is also used for its intended purpose – in the sense of traveling, going somewhere.

Example: Yesterday’s trip was perfect.

Byte – completely copy the words or style of another person. Steal someone’s ideas and take them for yourself.

Example: Fuck the MC hit Lil Pump’s beat!

Stalker – follow someone, avoiding personal contact.

Example: I think Dima is stalking me.

Wipe, wipe (from English wipe – erase, sweep) – the original technical and gaming meaning “destroy the data of any group of characters, clear the game world from changes, reset settings” is now not the only one. This verb means to clutter up a network conversation with a huge amount of unnecessary and meaningless information, spam pictures and memes in manual and automatic mode. Just like the verb “ban”, it is also used outside the network context.

Example: Kolyan, you started to wipe!

Flex (from English flex – bend, bend) – sway, dance to a rocking beat, and also clearly show oneself, one’s physical abilities.

Example: Great flex at the Lebanese concert.

There are a huge number of words with an unknown, legendary origin, as well as words – abbreviations and abbreviations.

So, rofl is a word based on an English abbreviation that stands for Rolling On Floor Laughing – rolling on the floor from laughter. Accordingly, to ruffle is to laugh wildly, have fun, be in a state of stormy joy. Rofl is also used in the meaning of “joke, joke.”

Example: I rofl his comment.

Diss (from English disrespect – treat with disdain, do not respect) – a rap composition that insults another rapper, or a long emotional statement with the aim of insulting, belittling the interlocutor.

Example: Oxy issued a credit diss on Purulent.

OTP is an English abbreviation that stands for One True Pairing is the only true pair. A pair of love characters from the same or different works of fiction with special meaning to an individual and/or fans.

Example: Elsa and Jack are OTP for me.

And, finally, the mysterious “ eschkere ” – a word that, in addition to sounding funny and shouting without any connection with the situation, has no special meaning. It can, however, be used as a kind of call to action.