Abstract:

This article highlights the problem of teaching emotive vocabulary to students in the process of learning English as a second or foreign language. The problem of teaching comprehension of foreign texts is one of the most topical ones of the university methodology of teaching English to undergraduates who don’t major in Linguistics or Philology. Being a social animal, a person cannot help expressing his/her emotional attitudes towards objects around, their qualities or properties along with attitudes to people and events. Since great emphasis is placed on emotional intelligence nowadays, we believe that it is critically important to help students develop this side of their linguistic personality in a language different from their own. Thus, emotions are reflected in language, therefore as language often expresses, transmits and evokes emotions, it must have an emotive function.

The paper examines the methodology of teaching emotive vocabulary. The results of experimental teaching proving the effectiveness of this method are analyzed. Formation of students' emotive competence takes place within the framework of a specially designed pedagogical process. Emotional concepts are considered in terms of their lexical and semantic meaning, which allows tracing the peculiarities of their use and understanding the dependence of the emotional meaning of the concept on the communicative intention of the speaker.

Keywords:

Emotive concepts, teaching ESL, learning ESL, emotional intelligence, ESL methodology.