Դարձվածային միավորների ընտրության չափանիշներն ու սկզբունքները ֆրանսերենի մասնագիտական դասընթացում

Abstract

This article examines the criteria and principles for selecting units of the French language, considering the goals and objectives of a professional French language course. The analysis of criteria and principles for selecting French idiomatic units is supported by relevant typical examples. The article addresses the issue of structural-semantic equivalence and the mismatch between the native and target languages. When selecting principles for choosing idiomatic expressions, difficulties encountered in the process of studying and mastering them were considered. Special attention is given to colloquial vocabulary, as it is the primary source of idioms. In the course of teaching idiomatic expressions, the challenge arises not only in mastering language units but also in understanding mental and conceptual units. In this context, idiomatic concepts come to the forefront. Emphasis is placed on using a conceptual approach in the analysis of idioms, as it enables the examination of French idioms within their semanticassociative field. It is emphasized that the system of teaching French idioms has both communicative and analytical orientation. An attempt is made to correlate the idiomatic minimum with grammatical, lexical, thematic-situational, and country studies minimums. An attempt is made to identify the substantive and logical connections of the main criteria and principles for selecting French idioms.