METHODOLOGICAL POTENTIAL OF FACEBOOK IN THE FORMATION OF ENGLISH AND GERMAN LEXICAL SKILLS

Abstract

The article explores the methodological potential and practical aspects of using the Facebook social network as a highly effective digital tool for developing and enhancing the lexical skills of English and German in students majoring in philology. The relevance of the study is driven by the necessity to find innovative formats for distance and blended learning during crises and martial law, aimed at minimizing educational losses.

The aim of the research is to provide a comprehensive theoretical justification and practical verification of the methodological capabilities of the Facebook platform interface, as well as its integrated and external applications, to intensify the process of foreign language vocabulary acquisition.

Methodology is based on the conceptual ideas of the theory of knowledge and the principles of linguodidactics (scientific rigor, integrity, and integration). The study employs a set of methods: the analysis of scientific literature to define the conceptual and categorical apparatus; methods of theoretical analysis, comparison, and systematization for classifying the platform's tools; the continuous sampling method and methodological modeling for the development of practical exercises.

The scientific novelty of the findings is highlighted by the fact that the Facebook social network is analyzed for the first time as an object of holistic professional inquiry specifically within the context of the parallel improvement of English and German lexical skills. The author details a three-level classification of the platform's tools: the internal interface (posts, statuses, chats), integrated educational applications, and external interactive resources. A system of original author-developed exercises («Lexical Marathon», «Visual Dictation», «Role-play Chat»), adapted to the specific technical capabilities of the platform, is proposed for the first time.

Conclusions. It is proved that the architecture of Facebook creates a unique ecosystem for the development of receptive and productive lexical skills through the personalization of learning and increased motivation. The analysis confirms that built-in elements (Share, Note, Status) are effective for creating contextual exercises on the use of idioms and collocations. Integrated applications (Quiz Planet, Word Search) stimulate mechanisms of receptive recognition and orthographic vigilance. External applications, such as «Learn German – A Game A Day», ensure the development of listening skills and the grammatically correct use of lexemes. Prospects for further research lie in investigating the methodological potential of the analyzed applications and architecture regarding the adaptability of educational content in curricula for various age groups, involving a pedagogical experiment.