Статья посвящена характеристике словаря лингводидактических терминов. Анализируются особенности лексикографического дефинирования, внимание уделяется трудностям и проблемам, которые связаны с изучением лингводидактической терминологии. Рассматриваются принципы отбора терминов, различные способы семантизации и перевода. Описываются структура словаря, особенности словарных статей и указателей. Приводятся примеры словарных статей. Ключевые слова: лингводидактика, лексикография, лексикология, словарь, лингводидактическая терминология, методика обучения иностранным языкам.

РЕЦЕНЗИЯЩукин А.Н. Методика преподавания русского языка как иностранного: учеб. пособие. 3-е изд., перераб. и доп.М.: Флинта; Наука, 2017. 512 с.

Currently, online learning materials in Russian as a foreign language have been actively developed, which set the task of learning through various functions of social services that are popular in the modern world. The aim of the research is to identify and justify the linguodidactic potential of social networks as a means of teaching Russian as a foreign language based on the analysis of their functions and the communicative needs of users. The material of the study included different types of social services, which present educational materials for teaching Russian, available through information retrieval systems. Theoretical (analysis, comparison) and diagnostic (pedagogical observation, oral interviews with teachers and students) methods were used. The obtained results determine the specifics of teaching and learning Russian as a foreign language in social networks. The authors characterize different social groups (age, interests, communication needs), focused on the use of digital resources for learning Russian. The use of social services in teaching Russian considers communicative needs of students, their interests, implements a sociocultural approach to learning, significantly increases the number of students learning Russian, contributes to the promotion of the Russian language on the Internet.

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