THE SEMANTIC ASPECT OF THE ACQUISITION OF SYNONYMS, HOMONYMS AND ANTONYMS IN THE TEACHING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE

The adoption of synonyms, homonyms, and antonyms is inevitable when studying English as a foreign language. Acquiring, mastering and practicing of these types of words and the essence of the mutual relationships that they pose amongst them are of essential importance to any existing or potential speaker of the English language. Given the morphological productivity, as well as the changing nature as a characteristic of any language, their referential and poetic function also develops. Learning vocabulary is a key element in the study of any language and its wealth is seen precisely in the number of synonyms, homonyms and antonyms represented in it. On the other hand, the recognition and proper usage and practice of these types of words are considered as one of the most proficient characteristics and level of knowledge of foreign speaking skills language. This paper starts from a theoretical consideration of the semantic aspect of the adoption of synonyms, homonyms and antonyms in English teaching as foreign language. In order to determine the problems that might arise in their adoption in teaching in English as a foreign language, the factors that affect the general adoption of the language are given first and comparisons are made between the adoption of mother tongue and any other foreign language. The results of the research show that certain problems in the adoption these types of words can cause not only the differences between Macedonian as mother tongue and English as foreign, but also the very way of their adoption. The problems in teaching when adopting synonyms, homonyms and antonyms stand as a subject of this research.  Article visualizations

Importancia significativa de las actividades de los estudiantes para el proceso de aprendizaje, análisis cualitativo en educación primaria en la República de Macedonia

The activities that students accomplish in the learning process are indicators of the developmental changes and the progress achieved by the students themselves in the educational process; hence they are essential for the educational process. In order for the learning process to be effective, the basic principle stands that the students' activities have to derive from the educational goals and contents. Recognizing this, the aim of this paper is to indicate that good-quality, well-planned and structured students’ activities, that derive from the educational objectives and the principles of active learning can lead to effectuation of the students’ learning process in the natural science field in primary school. The research of a problem of such kind is empirical with a descriptive character. The qualitative methods used to approach the problem are: analysis of pedagogical documentation and daily operational plans and preparations; a non-direct interview with teachers that will examine their attitudes towards lesson-planning; and participative (descriptive and focused) observation of the overall planning and realization of the students’ activities in the educational practice in primary school.Las actividades que los estudiantes realizan en el proceso de aprendizaje pueden utilizarse como indicadores de los cambios en el desarrollo y del progreso logrado por los propios estudiantes en el proceso educativo. Es por es eso que son componentes esenciales del proceso educativo. El principio básico que permite que el proceso de aprendizaje sea efectivo dicta que las actividades que los estudiantes lleven a cabo deben proceder de los objetivos y contenidos educativos planteados. Tomando esto como punto de arranque, el objetivo de este documento es indicar que actividades de buena calidad, bien planificadas y estructuradas, y que se derivan de los objetivos educativos y los principios del aprendizaje activo pueden llevar a la efectividad del proceso de aprendizaje de las ciencias naturales en la escuela primaria. La investigación de un problema de este tipo es empírica con un carácter descriptivo. Los métodos cualitativos utilizados para abordar el problema son: el análisis de la documentación pedagógica y los planes y preparaciones operacionales diarios; una entrevista no directa con maestros, que examinará sus actitudes hacia la planificación de lecciones; y la observación participativa (descriptiva y enfocada) de la planificación general, así como la realización de las actividades de los estudiantes en la práctica educativa en la escuela primaria