Introduction. Based on the process of borrowing lexemes at the stage of penetration of new words into the language, the author analyzes the formation of one of the main competencies that a university student must master. The authors consider the acquisition of a lexical skill by students, that is, mastery of a structured action, analyze the main stages of the formation of lexical competence. The article discusses the concept of "neologism", describes the lexical and semantic neologisms of recent times, which are actively studied by students in the process of language acquisition.

Materials and methods. The research material was scientific, reference and informational literature, as well as a card index of neologisms, collected by one of the authors of the article. The following research methods were used: quantitative and qualitative analysis of the level of formation of lexical competence among students, as well as comparative-historical and comparative methods.

Results. During the work, various approaches were used. The whole research, of course, was a systematic approach that allowed both the teacher and the student to see the connections and relationships of the studied lexical material, to draw scientific conclusions. As a result of studying the problem of the formation of linguistic competence among university students in the process of purposeful work, the level of competence formation rises.

Discussion. Language (linguistic) competence is the ability to understand and produce an unlimited number of linguistically correct sentences with the help of learned language signs and the rules for their combination. In the methodology of language teaching, this term refers to a set of specific skills and abilities. One of its components is lexical competence.

The most important features of language (lexical) competence are awareness of the paradigmatic side of language units and at the same time mastery of literary norms (pronunciation, word usage, form formation, sentence construction. The formation of linguistic competence is the acquisition of a set of knowledge, skills, skills, methods of activity that are used in relation to the studied objects, processes, features, etc. As an object of research in the process of competence formation, we took the process of neologization of language, which is particularly intense during periods of active development of society.

Conclusion. The results of the conducted pedagogical experiment made it possible to conclude that in the process of using the didacticized song material in the process of teaching German language, students formed lexical skills at a higher level.

The formation of any competence, as a rule, begins with the accumulation of empirical knowledge, the experience of observing the functioning of lexical units, the identification of semantics, its specifics.

The student initially studies the material, gets an idea of it, establishes the relationship of lexemes with each other. In the course of such work, linguistic competence develops, the ability to use lexical units is formed in accordance with their meaning, style, and functioning characteristics. Only in the process of speech activity can students fully master the lexical composition of the language.

Due to the fact that the student must not only correctly use

the vocabulary, but also be able to analyze the lexical system of the language as a whole, for the full assimilation of linguistic competence, it is proposed to study such complex issues of linguistics as the neologization of the language at the stage of penetration of neologisms into the lexical system of the language.

1. Shamov A.N. (2019), Inoyazychnaya leksicheskaya kompetentsiya v strukture kompetentnostnoy paradigmy obucheniya yazyku [Foreign language lexical competence in the structure of the competence paradigm of language teaching]. Inostrannyye yazyki v shkole, 4, 2–10. (In Russian).

2. Fetisovа A.A. (2019), Razvitiye lingvokul'turnoy kompetentsii obuchayushchikhsya na primere zoonimov v angliyskom yazyke [Development of linguocultural competence of students on the example of zoonyms in English]. Inostrannyye yazyki v shkole, 1, 13–18 (In Russian).

3. Kruchinina G.A. (2018), Znakovo-simvolicheskiye sredstva i ikh rol' v formirovanii inoyazychnykh leksicheskikh navykov [Sign-symbolic means and their role in the formation of foreign language lexical skills: monograph]. Monografiya, Nizhegorodskiy gosudarstvennyy pedagogicheskiy universitet im. K. Minina, Nizhniy Novgorod, 100 p. (In Russian).

4. Grishenkova V.A. (2018), Formirovaniye leksicheskoy kompetentnosti u budushchego uchitelya-logopeda [Formation of lexical competence in a future speech therapist teacher]. Korrektsionno-pedagogicheskoye obrazovaniye, 3 (15), 25–32 (In Russian).

5. Kartashova V.N. & Andreenko T.N.(2016), Teoriya i praktika formirovaniya professional'noy leksicheskoy kompetentsii budushchego uchitelya angliyskogo yazyka na zanyatiyakh po domashnemu chteniyu [Theory and practice of the formation of professional lexical competence of a future English teacher in home reading classes]. Monografiya, Yeletskiy gosudarstvennyy universitet im. I. A. Bunina, Yelets, 136 p. (In Russian).

6. Zotova A.S. (2016), Slovoobrazovaniye v sovremennom mediadiskurse [Word formation in modern media discourse]. Kaleydoskop, Vladimir, 120 p. (In Russian).