MAIN SOURCES OF RUSSIAN VOCABULARY ENRICHMENT IN BILINGUAL CHILDREN IN NATURAL BILINGUAL ENVIRONMENTS

Abstract

This thesis examines the main sources of Russian vocabulary enrichment among bilingual children in natural bilingual environments. The aim of the study is to reveal the role of family communication, peer interaction, the educational environment, reading, and media resources in acquiring and actively using Russian vocabulary. Natural bilingualism is understood as the acquisition and use of two languages in everyday life, in which the extent and nature of a child’s language experience depend on their surroundings and communicative needs.

Particular attention is paid to the distinction between understanding a word and using it independently. The study examines conditions that facilitate the transition of vocabulary from passive to active use, including repeated exposure to words in diverse situations, comprehensible contexts, participation in dialogue, and opportunities to use new words to accomplish meaningful communicative tasks. Family communication is analyzed as a source of everyday vocabulary, peer interaction as an environment for acquiring conversational expressions, and reading and educational activities as opportunities to expand thematic vocabulary and become familiar with less frequent words. The use of media resources is considered in terms of age-appropriate content and subsequent discussion with an adult. The thesis emphasizes that Russian vocabulary development depends not only on the duration of language exposure but also on the diversity of communicative situations and the quality of interaction. The study is theoretical and analytical in nature and does not contain new empirical data. It identifies directions for further research into the relationship between sources of language experience and the vocabulary development of bilingual children, taking into account their age and the relative presence of the two languages in everyday communication.