Later on, compound names formed by the combination of the two names of women came into existence and became popular within the society: ANELLA (<ANN (E) + ELLA), MARIANNE (<MARY + ANNE), SARALINDA (<SARA (H) + LINDA) and so on. This is still being considered to be one of the most productive ways of creating new names in the English language naming system as there was a desire to make names shorter and more meaningful.Gradually, such names have caused to the decline in the use of binary names, such as MARY ANNE and MARY JANE, and they are still a rare occurrence among the English and Americans.

In addition, there were optional derivational forms of names, which were made in a variety of ways. We have talked about the evolution of names in complex or compound forms used in a full form in official style. These initial (full) forms have also other derivative forms and are used mainly in informal style, such as among close friends, family members, relatives and so on. In fact, it is not possible to find the exact number of derivatives.This can be explained by the nature of their use: the creativity and imagination of people to change the initial form of the names that they use to refer to friends, loved ones, relatives and children are diverse and varied. The main methods of forming derivatives are shortening and affixation. Names formed with the help of shortening are: BEN (<BENJAMIN), DAN (DANIEL), and others; and the affixation is used to make diminutive nouns (hypocoristic names): DANNY (<DAN <DANIEL), JIMMY (<JIM <JAMES), and others [2, c. 33].

In compiling a proper noun, the reduction can be made at the beginning, middle, and end of the initial word:

• Aphaeresis – the loss of a short unaccented vowel or syllable in the beginning of a word. For example, NESS (<AGNES), TONY (<ANTHONY, ANTONY), TINA (<CHRISTINA) and so on;

• Syncope – the loss of one or more sounds or letters in the interior of a word. For example, AUSTIN (<AUGUSTIN), ALINE (<ADELINE), and etc;

• Apocope – the loss of one or more sounds or letters at the end of a word. For example, ALEC (<ALEXANDER), ALF (<ALFRED), AG (AGNES) and others.

The specificity of derivation in the English naming system is that affixation is not used as a secondary derivation without shortening. Accordingly, the structural scheme of the English derivatives can be summarized as follows: full or initial names are abbreviated, for example, DANIEL <DAN, THEODORE <TED, and diminutive names are derived from them: DANNY, TEDDY. Therefore, we can use terms like primary and secondary derivation to denote these processes [1, c. 23].

The shortened forms of names were also used in Anglo-Saxons. As early as the eighth century, it was possible to find the abbreviated names like EDA <EDWIN, SICGA <SIGEWRITH. After the Norman conquest, the use of the diminutive forms of proper names came from the old French, such as -el, -el, -in, -on, -ot, were frequent in the English naming system: HAMEL, HAMELIN, HAMELET (<HAM <HAMON(D) + -el, -el, -in, -on, -ot), BARTELOT, BARTELET (<BART <BARTHOLOMEW + -el, -et) and so on. Meanwhile, English suffixes – cock, -kin were also used widely for making secondary derivatives: ADCOCK, MALKIN and so on. These suffixes were considered to be productive in XI-XIV centuries. That’s why they are now commonly found in medieval English names: ATKIN (<AD <ADAM + -kin), BABCOCK (<BAB <BARBARA + -cock), TOMKIN (<TOM) <THOMAS + -kin) and etc.

Since the 15th century, diminutive masculine and feminine names have begun to be formed with the help of the productive suffixes -ie and -y. For example, BETTIE (<BET <ELIZABETH), JOHNNY (<JOHN), PEGGY (<PEG <MARGARET) and others. These suffixes, which were originated from Scotland, gradually shifted from proper nouns to the common nouns: birdie, doggie, granny, lassie, nightie, etc. [3, c. 11].

Currently, such derivatives are widely used even in formal style in meetings, conferences, public gatherings, the press and publications. The derivatives are gradually being used in conjunction with the words of politeness and decency and becoming legal official names: honourable (Hon.), reverend (Rev.), doctor (Dr.), mister (Mr.)andso on. For example, Dr. (doctor) Billy, Hon.(honourable) Jimmy, Rev. (reverend) Ikie and others.

Unlike common names, proper names don’t have an exact structure. This can be explained, first of all, by the diversity of anthroponyms in terms of their origin (creation). The naming system of any language includes both old and new names that were created and used by the speakers of that language. At the same time, modern names can be determined as the most relevant structures in the process of enriching anthroponymic sources and are “live” forms for new word formation. In contrast, historical names depend on the genetic characteristics of languages, which are difficult to form because their structure is divided into non-relevant, historical components.

However, the division of such anthroponyms into historical components does not always accurately reveal their morphemic segmentation. Many of these are related to the words or affixes originated from other languages. Many anthroponyms are often regarded as non-productive forms because of their components  lackingin their own intrinsic motive.All this suggests that there is a difference in the structure and classification of words in this category.

To sum up all, it should be noted that anthroponyms specific to English language and culture exhibit structurally diverse identities. Initial or full forms of proper nouns also have optional derivative forms, which are mainly made up of shortening and affixation.

The linguosociocultural method includes two aspects of communication – linguistic and intercultural. For a student of a language university, it is important not so much a high level of reading, writing, translation (although this is by no means excluded). The linguosociocultural method was born at the intersection of the concepts of language and culture. In the West, language is understood as a “communication system”, which consists of certain fragments and a set of rules used for the purpose of communication. A very important difference between Western linguistic thinking is the understanding of the language not only in connection with a certain state, but also with a certain part of the country, region, etc. With this approach, language goes hand in hand with the culture of a part of the country, region, that is, with the ideas and customs of a certain group of people, society. Sometimes culture is understood as society itself, civilization. The definition of supporters of the linguistic-sociocultural method does not exaggerate the strength and significance of language in the modern world. However, culture often acts not only as a means of unification, identification, but also as an instrument of separation of people.

The linguosociocultural method combines language structures (grammar, vocabulary, etc.) with extralinguistic factors. The linguosociocultural methodology is based on the following axiom: “Sociocultural structures are the basis of linguistic structures”. We learn the world through thinking in a certain cultural field and use the language to express our impressions, opinions, emotions, perceptions. The purpose of learning a language using this method is to facilitate understanding of the interlocutor, the formation of perception on an intuitive level. Therefore, each student who has chosen such an organic and holistic approach should treat the language as a mirror, which reflects geography, climate, history of the people, their living conditions, traditions, life, everyday behavior, creativity.

Intensive methods of teaching foreign languages.

A group of foreign language teaching methods, originating from the one developed in the 60s. Bulgarian scientist G.Lozanov includes the following methods [3, p. 16]: the method of activating the reserve capabilities of the student (G.A.Kitaygorodskaya), emotional-semantic method (I. Yu. Shekhter), suggestive-cybernetic integral method of accelerated education (V.V. Petrusinsky), immersion method (A.S.Plesnevich), course of speech behavior (A.A.Akishina), rhythmopedia (G.M. Burdenyuk), hypnopedia and others. The mentioned methods are mainly aimed at mastering oral foreign language speech in a short time and with a significant daily concentration of teaching hours.

Intensive learning methods rely on the psychological reserves of the student’s personality that are not used in ordinary education. Intensive teaching methods are characterized by the wide involvement of collective forms of work, the use of suggestive means of influence (authority, infantilization, two-dimensional behavior, intonation and rhythm, concert pseudo-passivity). Intensive teaching methods differ from traditional teaching: increased attention is paid to various forms of pedagogical communication, the socio-psychological climate in the group, the creation of adequate educational motivation, the removal of psychological barriers in the assimilation of language material and speech communication.

The official name of the G.A.Kitaigorodskaya method is “the method of activating the reserve capabilities of the individual and the collective” [2, p. 25]. They are engaged in it only in a group, and it is possible in a large one. The specificity of the method under consideration is the use of those opportunities that are opened when the study group is considered as a temporary collective of students engaged in joint activities. The task of the authors of the method and teachers is to offer the teaching staff such modern teaching activity that would be personally significant for each student, people and contribute to the active formation of personality through a system of mutual interpersonal relationships.

The method is based on the following principles [1, p. 99]:

The principle of collective interaction. This principle connects the goals of training and education, characterizes the means, methods and conditions of a single educational process. Group training contributes to the emergence of additional social and psychological incentives for the individual to learn, maintains a psychological atmosphere in the study team in which the students are given the opportunity to meet the very important social and psychological needs of people: recognition, respect, attention from others. All this additionally stimulates the cognitive activity of students. In conditions of collective joint activity, a common fund of information on the subject being studied is formed, in which each student brings his own contribution, and they all use it together. Thus, the main “means” of mastering the subject becomes communication with partners in the group.

The principle of personality-oriented communication. Language proficiency is, first of all, the ability to participate in real communication. The system of concepts in which communication can be described includes the concept of “role”. Communication turns into a creative, personally motivated process. In this case, the student does not imitate the activity, but “owns” the motive of the activity, that is, performs motivated speech acts. Personal-speech communication is the basis for building the educational process in intensive teaching of foreign languages. In accordance with the idea, the main educational text for students is the polylogue, and the students themselves are participants in the actions described in it.

This principle characterizes not only the qualitative, but also the quantitative specifics of intensive communication. This specificity is manifested in various aspects: the concentration of educational situations, classes, and the concentration of educational material associated with its volume and distribution in the training course. A large amount of training material, especially at the initial stage of training, makes it possible already in the first lesson to organize situations as close as possible to real communication. This creates a high motivation for learning, as if bringing the learning outcome to its beginning. Concentration in the organization of educational material entails the specific organization of the educational process, which is manifested, in particular, in a high “communication density”, a variety of types and forms of work, etc. In the face of a large amount of educational material, the following are effective: a) plot construction of the course and individual microcycles; b) the plot organization of classes and their fragments; c) the construction of educational texts as a model of speech behavior in certain situations, etc.