The article deals with the semantization of the etnomarked components of paremias in the educational linguocultural dictionary. Commenting on such components is carried out using the description of mental attitudes of culture, commenting on the most ancient words-components (anthroponyms, zoonyms, phytonyms), inclusion of the linguocultural situation in the section «Cultural commentary», and the selection of the axiological vector of paremias. Not all of these methods are equally used and recognized by researchers. It is generally accepted that only a combination of these methods, depending on the nature of the unit itself, can give a positive result, i. e. an exhaustive description of the described paremiic unit in the educational linguocultural dictionary for foreigners.