The article examines the development of pupils’ lexical competence in English lessons at general secondary schools by means of digital tools. The concept of lexical competence is analysed on the basis of the views of I.S.P. Nation, N. Schmitt and S. Thornbury, and the form, meaning and use aspects of knowing a word are distinguished. The processes of noticing, retrieval and creative use of a word, together with the spacing effect and the involvement load hypothesis, are justified as the theoretical basis for selecting digital tools. Drawing on her own pedagogical observations, the author proposes a methodological model for using digital tools in line with the stages of word learning. The role of digital flashcards, online quizzes, interactive exercises and learner-created digital products at each stage is presented in table form. Problems of using digital tools are also discussed, including unequal access to devices, distraction from learning goals caused by game elements and the risk of memorising words out of context. The conclusion offers practical recommendations for English language teachers.

In this article, the lexicon of the Chinese and Uzbek languages is compared and analyzed based on the modern approach to comparative analysis. Attention is paid to the phenomenon of lexical interference in the process of translating from Uzbek to Chinese, improving students' lexical competence in a foreign language. Difficulties in learning the Chinese language in educational institutions are identified, and modern methods of solving them and developing proposals are presented. The analysis of the structure of the words in Chinese, English and Uzbek languages is considered, classified, their specific features are highlighted and their importance in ensuring the language and the uniqueness of the language is shown. Also, it is to explain more about the quantitative words in Chinese, English and Uzbek languages and to show the similarities and differences between them in comparison with the Uzbek language.