Abstract:

Introduction>
At teaching a foreign language the role of the learner's dictionaries is extremely important. It is obvious that the intensification of teaching is impossible without the linguistic base, one of the elements of which are the learner's dictionaries, and the efficiency of learning a language substantially depends on the fact what learner's dictionaries the pupils use and how the choice of lexical material is organized in them.
In the given paper the author touches upon the question of inclusion in a learner's bilingual dictionary of onomasticon, without comprehensive knowledge of which, from the auhtor's point of view, it is impossible to achieve good results in understanding foreign speech, and also in conversation, i.e. correct use of proper names in speech.

Methodology:
Let's review the communicative needs of learners of foreign languages, for who the knowledge of onomasticon is important in order to reach optimization in learning with the help of a learner's dictionary, as one of the most important kinds of educational material.
Both for learning and scientific sphere and other spheres the interconnection of receptive and productive aspects of speech activity is needed. The receptive aspects of speech activity should not be presented in the pure form. They should act in close interplay, in a complex with other aspects of speech activity -productive aspects.

Results:
We have analyzed 122 pages of the dictionary, from A up to C. Even this small segment convincingly testifies that all varieties of onomastical lexis are widely presented in it. The classification of onomasticon was carefully developed and can be effectively applied to our material. We detected that in the examples such national anthroponyms are used as John (Have you anything to add, John?), Jack (Jack accelerated to overtake the bus), Susan (" Susan's left home, " she said), Mr. Jones (Mr. Jones administers the company's accounts), etc. In the analyzed material there are also international anthroponyms: Picasso (A large abstract by Picasso), Joan of Arc (Joan of Arc was canonized in 1920), Napoleon (Napoleon's army advanced on Moscow), etc.

Conclusions:
Even such rather small investigation allows to single out a group of English anthroponyms, toponyms, and ergonyms most frequently met in dictionary definitions and, apparently, most common in the system of modern English language. Such restricted group of the most common proper names is subject, to our mind, to an obligatory inclusion in a learner's English-Russian dictionary.

References:
[1] M.N. Kozyreva “Area studies in terms of bilingual dictionaries: In the collection of works " The Bulletin of the Moscow University " - Moscow: MSU Publishing House, 1998, 132p.
[2] Longman Active Study Dictionary of English. - L., 1991, 784p
[3] M. N. Kozyreva, I. V. Fedorova The English-Russian Learner's Dictionary. - Moscow, "Russky Yazyk Publishers", 2000, 1115p.
[4] V.P Berkov Bilingual lexicography.- St. Petersburg: Publishing House of the St.Petersburg University, 1996, 248p.
[5] A.V. Podolskaya The dictionary of the Russian onomastic terminology. - Moscow.: "Nauka Publishers", 1978, 198p.

Keywords:

University education, onomastics, learner's dictionaries, communicative needs.