Аңдатпа
High-quality teacher education necessitates the systematic development of prospective philology teachers’ competence in lexical analysis and manipulation, as these abilities form a cornerstone of their professional linguistic and pedagogical expertise. This study presents an empirical evaluation of a targeted instructional intervention aimed at enhancing lexical analysis skills among third-year undergraduate students enrolled in an English philology teacher-training program. A quasi-experimental design was employed with 100 participants randomly assigned to either an experimental group (n = 50), which completed a six-month structured lexical-analysis curriculum, or a control group (n = 50) that continued standard instruction. Assessment tools included standardized lexical analysis tests, blind-rated pedagogical performance rubrics, and self-report surveys on confidence in lexical tasks. Post-intervention results revealed that the experimental group significantly outperformed the control group across all measures. Notably, mean scores on the lexical analysis test increased by 74% in the experimental group versus 18% in the control group (t(98) = 10.5, p < 001, Cohen’s d ≈ 1.2), indicating a very large effect size. Statistically significant improvements were also observed in teaching-related lexical application and in participants’ confidence ratings (p < 01), suggesting both cognitive and affective gains. These findings support prior empirical evidence advocating for technology-enhanced, student-centered vocabulary instruction. The intervention’s integration of explicit morphological parsing, contextual inference training, and corpus-based discovery tasks within a blended learning format was instrumental in strengthening participants’ professional language competence. The study underscores the pedagogical efficacy of embedding authentic digital resources, collaborative vocabulary exploration, and reflective metalinguistic practice into pre-service teacher curricula. Implications for teacher education include the strategic use of corpus tools, structured vocabulary instruction, and confidence-building tasks to elevate future educators’ linguistic precision and instructional readiness.