The article examines the pedagogical effectiveness of interactive methods in teaching monosemous and polysemous words in native language lessons. Vocabulary teaching is one of the central components of linguistic education because pupils’ ability to understand, interpret and use words correctly directly influences their communicative competence, reading comprehension and written expression. Monosemous words, which have one lexical meaning, are usually easier for learners to identify and apply, whereas polysemous words require deeper semantic awareness because their meanings change according to context, speech situation and stylistic function. The study analyzes how interactive methods such as contextual analysis, semantic mapping, problem-based tasks, role-play, group discussion and didactic games help pupils distinguish between single-meaning and multiple-meaning words. The article is structured according to IMRAD requirements and presents methodological approaches, expected learning outcomes and didactic advantages of interactive vocabulary teaching. It is argued that interactive methods transform vocabulary learning from mechanical memorization into conscious semantic analysis and communicative practice.