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33APPLICABLE STRATEGIES TEACHING VOCABULARY
Kuchkarov U.
Kuchkarov Utkir — teacher, DEPARTMENT OF METHODOLOGY OF TEACHING ENGLISH LANGUAGE, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: research about learning strategies has focused on language learning and teaching in order to provide insights for developing effective vocabulary teaching and learning. Although vocabulary has been attributed less importance than the four skills in language teaching, interest in its role in language learning has grown rapidly in recent years because learning a foreign language is basically a matter of learning the vocabulary of that language. In a foreign language learning context, it cannot be denied that vocabulary is an element of great importance and thus emphasized to a great extent.
Keywords: method, vocabulary, Semantic Mapping technique, vocabulary strategy, materials.
In the 1970s a shift of focus from teaching methods, classroom techniques, and instructional materials to the language learner and his/her characteristics took place as a result of disappointing research results, which revealed that no single method, instruction or material could guarantee effectiveness on its own in foreign language learning. So, scholars and researchers in the field noticed that there were learners who were successful no matter what teaching method or classroom instruction was used. On the other hand, there were some learners who could not become successful studying the same material, in the same classroom, under same conditions with others. Such concerns have initiated interest in an area known as learning strategies.
When this importance of vocabulary learning is taken into consideration, we cannot skip the role of learning strategies in vocabulary learning and teaching. Another benefit of using strategies could be that, once this ability is gained, students may transfer them to other language skills. Through the cultivation of vocabulary, learners are allowed to one more channel of communication and can benefit from one more important source of input [2]. If vocabulary is improved, it may provide usable data in improving language skills and can accelerate language learning. To be self-sufficient, learners must know how to learn. So, the aim here is to encourage self sufficiency by helping learners recognize situations where they could use these vocabulary learning strategies and become aware of these strategies that are particularly suitable for them and use them effectively. For that reason, it would be useful to determine their strategies and raise their awareness of these vocabulary learning strategies in order to make them not only more prepared for learning but also more analytic about their strategies they make use of. So, vocabulary learning strategies are recognized as a way to empower students to take control of and responsibility for their vocabulary learning.
Second or foreign language teachers have faced this kind of questions several times. They have classes with different ages, levels, interests and backgrounds and according to them, keeping the new vocabulary in mind for long-term is an important problem for learners. Teachers of second or foreign language present new vocabulary items during lessons and at this stage there is no problem. What are waiting for them in the later steps includes difficulties in remembering the words taught in previous lessons and related with this problem there are difficulties in producing sentences and lack of communication. The importance of the acquisition of vocabulary cannot be neglected for learning second language. Since the time is limited at schools, vocabulary items must be given to the students as in an effective and practical way as possible.
Vocabulary learning strategies may help students learn and remember words in learning a foreign language. By using Semantic Mapping technique for different vocabulary items, students can increase their abilities on vocabulary learning. It is important for teachers of foreign language to learn if this method can help them. The purpose of this experimental study is to see which of the two methods, using Semantic Mapping Technique or Traditional Technique, is more effective in helping students' retention of vocabulary in long term memory. By this way, students will be able to learn the required words in a short time, and minimum lack of retention and recognition will be obtained.
This study also aims to learn more about learner's vocabulary learning strategy preferences and to find out vocabulary learning strategies available for learning vocabulary. It also aims at identifying to determine whether there is a relationship between their beliefs and strategy preferences. It explores who are interested strategy choice and use.
This study plays an important role in vocabulary learning because it explores a range of vocabulary learning strategies those students prefer to use and consider effective. These may, of course, be the strategies they already use, but learners ought to have the opportunity to learn about alternatives that allow them to make their own choices about vocabulary strategy use. The benefit of such a study is that it takes the learner as an individual with previous experiences and beliefs and can accommodate information both for learners and teachers about using vocabulary
learning strategies in vocabulary learning [1, 12]. So, the second section provides a theoretical discussion with a description of Semantic Mapping Technique and the most common applications of Semantic Mapping Technique as a vocabulary strategy while the third section outlines the methods and materials used, and the following section presents the findings, and the final chapter concludes the paper.
References
1. Baumann, L and Kame'enui, E.J. (2012) Vocabulary instruction: Research to practice. New York: Guilford.
2. Stahl S.A. (2004). Vocabulary learning and the child with learning disabilities. Perspectives, 30, 1. The International Dyslexia Association.
CHARACTERISTICS OF THE TASK-BASED LANGUAGE LEARNING
Turaboyeva K.E.
Turaboyeva Komila Eshmaxmat qizi — teacher, DEPARTMENT OF THE FOREIGN LANGUAGES, KARSHI ENGINEERING ECONOMIC INSTITUTE, KASHKADARYA, REPUBLIC OF UZBEKISTAN
Abstract: it is informed about Task-Based Learning in this article. There is clear evidencethat intake does not equal input. Effective learning is constrained by natural developmentalprocesses. What is consciously learned is not necessarily incorporated into spontaneous language production. Language in a communicative task is seen as bringing about an outcome through the exchange of meanings. Keywords: TBL, CLT, EFL, form-based teaching, semantic and pragmatic needs.
One obvious outcome is the exchange of information in spoken or written form. But there are other possible outcomes to which the exchange of information may be contributory but subsidiary.
One feature of TBL, therefore, is that learners carrying out a task are free to use any languagethey can to achieve the outcome: language forms are not prescribed in advance. As language users, human beings have an innate capacity to work out ways of expressing meanings. Learners do notsimply take note of new language input and attempt to reproduce it. As soon as they put language to use by attempting purposeful communication, they begin to adjust and adapt input to enablethem to create new meanings. They are not aiming to reproduce a series of language forms inconformity with target norms.
TBL grows out of the more general notion of communicative language teaching (CLT). Hymes' notion of communicative competence encouraged a more critical look atlanguage and sharpened awareness of the need to make language relevant to students' needs andto provide opportunities for language use in the classroom. There were two strands to CLT. Thefirst was to do with syllabus specification. Instead of specifying a syllabus in terms of grammar and lexis, the 'communicative syllabus'specified an inventory of notions and tasks, identifying the semantic and pragmatic needs of the learners and proposing ways of meeting these needs as efficiently as possible. Instead ofspecifying items like 'the present perfect' or 'the definite article' syllabuses began by specifyingitems like 'making requests' and 'talking about the future'. However, although the communicativesyllabus claimed to specify notions and functions, it in fact specified linguistic realizations of thosenotions and functions. The syllabus was still a series of language patterns, albeit patterns linked to semantic and pragmatic values [2, 24].
The second strand in CLT was methodological. There was an emphasis on language use in theclassroom, and this was seen as a rehearsal for language use in the real world. But in general thecommunicative approach adopted in the classroom was a 'weak form' of theapproach. There was still a powerful tendency to see the study of language form as prior tolanguage use. Tasks were used to assist 'free' production at the end of a controlled form-based teaching cycle. The stimulus to learning was still provided by the identification of a new structureor pattern. Language use was seen as subsidiary to the study of language form. TBL, on the other hand, sees language use as the driving force in language learning, with the task itself central toboth syllabus planning and methodology. The study of language itself may enhance effective learning, but it is subsidiary to language use.
Researchers are now beginning to look at the nature and content of tasks themselves. A major problem, however, is that these andsimilar studies have been carried out under pseudo-laboratory conditions far removed from classrooms and using decontextualised tasks [1, 165].
There has been very little formal research into TBL in classrooms, where a host of different variables come into play. The 'same' task might be done quite differently according to where it comes in the teaching
