There is described the issue of the choice of methodological principles, made the attempt to sort out the principles of lacuna vocabulary teaching and to substantiate the reasons for their use in the process of foreign languages teaching.

There are analyzed the definitions of the notion lacuna, attempted to substantiate the use of the contents and principles of lacuna vocabulary teaching; following them a student may master integral foreign world picture that allows finding out the same information as native speakers, and thus achieve full communication.