Preparing Higher Education Students to Work on Phraseologisms With the Purpose of Forming a Culture of Communication in Private School Students

The article reveals the peculiarities of training students of higher education to work on idioms with the aim of forming a culture of communication among students of primary school age. The effectiveness of teaching phraseology by future specialists in primary education depends on the appropriate use of methods, techniques, teaching aids, and their correct selection. The success of working with phraseology depends on the primary school teacher's rational use of active forms of organizing students' educational activities (individual, pair, group), effective methods of cooperation between the teacher and students (narration, exchange of ideas, observation of language phenomena, performance of practical tasks and exercises), techniques working with phraseological material taking into account the actions necessary for the formation of speaking skills (listening, reading, pronunciation, memorizing, reading, writing phraseological units; the connection between stable combinations of words with reality; using them in oral and written speech with a search in the language defendants). Thorough preparation of students of higher education to work on phraseology is an important prerequisite for the formation of a culture of communication among students of primary school age. A primary school teacher needs to be able to use phraseological units correctly in his speech, to professionally transfer his knowledge and skills to students within the primary school. The use of modern pedagogical technologies in combination with traditional teaching methods and techniques will provide an ideal basis for studying phraseological material in institutions of higher education. It is the application of various forms and technologies of education that will provide an opportunity to get more thoroughly acquainted with the theoretical material and master it, to choose effective methods specifically for studying a specific topic, as well as to apply those methods of work and teaching tools that will correspond to the level of knowledge of students. We see the prospects for further research directly in the search for such pedagogical technologies that will contribute to the effective professional language training of future primary school teachers.