THEORETICAL AND METHODOLOGICAL DIMENSIONS OF LEXICAL COMPETENCE DEVELOPMENT IN PRIMARY AND MIDDLE SCHOOL EDUCATION: A COGNITIVE LINGUODIDACTIC PERSPECTIVE

The development of lexical competence serves as the primary gateway to foreign language proficiency, specifically within the sensitive cognitive periods of primary and early secondary education. This extensive study investigates the theoretical underpinnings of vocabulary acquisition in grades one through six, emphasizing the transition from associative learning to critical, analytical processing. By integrating the principles of cognitive linguodidactics, the research proposes a pedagogical model that prioritizes lexical depth over mere breadth. The article analyzes the evolution of mental lexicon structures, the impact of task-based simulations on word retention, and the necessity of aligning instructional strategies with the learner's expanding cognitive maturity. Ultimately, the findings advocate for a shift toward deep semantic processing, ensuring that lexical units are not only memorized but functionally integrated into the student’s communicative identity.