Introduction. Today, the formation of lexical skills is one of the communicatively important tasks in teaching foreign language. The step-by-step nature of the formation of lexical skills makes it relevant to use such forms and methods that would ensure a sufficient level of proficiency in lexical material for the successful solution of communicative tasks. The choice of forms and methods should correspond to the level of proficiency in a foreign language, as well as serve the interests of a specific target group. The teacher’s task is to simulate an authentic environment that promotes the activation of the lexical units being studied and encourages students to productive communicative statements.

Materials and methods. Based on the characteristics of the target group of students, namely: clip thinking, rejection of systematic routine work, focus on obtaining brief information and, as a consequence, a decrease in the level of voluntary attention, it seems relevant to use memes to form lexical skills in the process of learning foreign language. Memes are a unit of information, affect the emotional sphere of students, reflect the socio-cultural characteristics of the country of language being studied, are often humorous, which contributes to the growth of students’ motivation to learn a foreign language. Different types of memes allow the teacher to use various forms and methods of work to form lexical skills at a higher level.

Results. The main purpose of including memes in the traditional educational process is to activate the involuntary attention of students, appealing to their emotional intelligence. This helps to fully assimilate the necessary lexical material. Due to the actual presentation of lexical material, the transition of lexical units from passive to active vocabulary occurs, which increases the readiness of students for productive monologue or dialogic expression. Memes as the main units of the modern Internet space belong to the zone of actual development of modern students, which determines the positive growth of their cognitive interest in learning foreign language.

Discussion. The analysis of the works of scientists and practicing teachers on the problem of the research confirmed the relevance of the problem of using memes in the process of forming lexical skills of students when teaching foreign language at the current stage of education development. The integration of memes into the process of teaching foreign language contributes to the translation-free semantization of vocabulary, makes it possible to make the process of teaching foreign language bright, figurative, emotionally rich. In addition, memes allow reflecting the socio-cultural component of the content of teaching foreign language. The analysis of scientific works in the mainstream of the problem of this article confirmed that the provisions set out by the authors generally correlate with the points of view of other authors.

Conclusion. Practical experience and monitoring of the results of midterm assessment clearly demonstrate the growth of the level of lexical skills’ formation and the growth of students’ motivation for further study of a foreign language. Memes are harmoniously integrated into the traditional educational process, allow for detailing communicative tasks, and also contribute to the involvement of students in active creative activities and provide a socio-cultural context for teaching foreign language.

The stages of formation of lexical skill are considered and forms and methods for its successful formation are identified taking into account the psychological and pedagogical characteristics of the target group;

The efficiency of using all types of memes in the traditional educational process is substantiated: text memes, visual memes, memes in video format and gift memes;

The technology of introducing memes into the traditional process of lexical skill’s formation is presented.

1. Drizhenko M.A. (2023), Problema formirovaniya inoyazychnyh leksicheskih navykov v otechestvennoj i zarubezhnoj metodiki [The problem of developing foreign language skills in Russian and foreign methodology], Sovremennoe pedagogicheskoe obrazovanie, 1, 371–375. EDN: RSGZWS. (In Russian).

2. Litus E.V. (2021), Metody i priemy formirovaniya i sovershenstvovaniya leksicheskih navykov na osnove tekstov na srednej stupeni obucheniya inostrannomu yazyku [Methods and techniques to form and improve lexic skills basing on texts at the intermediate level of teaching a foreign language], Vestnik pedagogicheskih nauk, 8, 128–134. EDN: KSWHHL. (In Russian).

3. Omelaenko N.V. (2022), Formirovanie leksicheskih navykov na inostrannom yazyke [Training of lexical skills in a foreign language], Gumanitarnye i social'nye nauki, 94, 5, 132–136. DOI 10.18522/2070-1403-2022-94-5-132-136. EDN: WGACZE. (In Russian).

4. Shokareva T.V. (2024), Vazhnost' primeneniya sovremennyh medijnyh tekstov kak instrumenta prepodavaniya inostrannogo yazyka v neyazykovom vuze [The importance of using modern media texts as a tool for teaching foreign languages in non-linguistic universities], Mir nauki, kul'tury, obrazovaniya, 3 (106), 335–337. DOI 10.24412/1991-5497-2024-3106-335-337. EDN: PSRUMN. (In Russian).

5. Zabrodina T.I., Kurina V.A., Mur'yasova L.F., Shirokova S.Yu. (2021), Sovmestnaya deyatel'nost' i razvitie tvorcheskogo potenciala lichnosti budushchego specialista [Joint activities and development of the creative potential of the personality of the future specialist], Perspektivy nauki i obrazovaniya, 5 (53), 139–153. DOI 10.32744/pse.2021.5.10. EDN ECIIZB. (Scopus). (In Russian).

6. Kochetova Yu.Yu., Barinova O.G., Timchenko N.S. (2024), Fenomen psihologicheskogo blagopoluchiya v kontekste udovletvorennosti uchebnoj deyatel'nost'yu studentov medicinskogo vuza [Phenomenon of psychological well-being in the context of medical students' satisfaction with educational activities], Integraciya obrazovaniya, 28, 1 (114), 52–67. DOI 10.15507/1991-9468.114.028.202401.052-067. EDN: RSYGOR. (Scopus). (In Russian).

7. Gabdullina A.Sh., Rubcova A.V. (2024), Formirovanie leksicheskoj kompetencii pri obuchenii spontannoj inoyazychnoj rechi u studentov: strategii i metody [Formation of lexical competence in teaching spontaneous foreign language speech of students: strategies and methods], Vestnik pedagogicheskih nauk, 1, 51–58. DOI 10.62257/2687-1661-2024-1-51-58. EDN: SEJHIK. (In Russian).

8. Fedorov K.Yu. (2024), Koncepciya mema kak metodologicheskij instrument [Meme concept as a methodological tool], Vestnik Moskovskogo universiteta. Seriya 7: Filosofiya, 48, 3, 26–43. DOI 10.55959/MSU0201-7385-7-2024-3-26-43. EDN: QSKNQH. (Scopus, RSCI). (In Russian).

9. Kornienko O.Yu. (2021), Identifikacionnye osobennosti informacionnogo obshchestva [Identification peculiarities of the information society], Informacionnoe obshchestvo, 3, 9–15. DOI 10.52605/16059921_2021_03_09. EDN: BIGZLJ (RSCI). (In Russian).