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14SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
DIFFICULTIES IN TEACHING UZBEK STUDENTS ENGLISH
TERMINOLOGY
Aziza Bakhodir qizi Absalomova
Student of Uzbek State World Languages University
ABSTRACT
Linguists recognize that any language is enriched by the acquisition of terms from other languages or by the appearance of new international words as a result of scientific progress. Since the last century, the English language has had a significant impact on all of the world's languages, and it has also developed thousands of new phrases. The peculiarities of teaching English terminology to Uzbek-speaking pupils are described in this article.
Keywords: terminology, techniques, new vocabulary.
Before any syllabus is finalized, it is critical to assess the quantity of new words that students must master per course. Although it is critical for pupils to employ proper grammar and structures, we all know that words are the primary bearers of meaning. This indicates that the more words pupils can correctly manage, the higher their chances of comprehending and communicating in English are. Students must go through the following stages in order to effectively learn new vocabulary:
- notice a new word
- try to recognize the meaning of the word
- to be able to both recognize and produce the word.
It is critical that we, as teachers, implement activities that target each of these beginnings; far too often, we make the mistake of just presenting new terminology without giving pupils the opportunity to use it. So, for each stage of vocabulary development, here are ten terrific techniques to teach English vocabulary. With concrete nouns, visual materials work best, but strive to go beyond flashcards and drawings. When possible, use genuine things, as well as noises, scents, and tastes. Make an effort to engage all of your pupils' senses!
Opposites, such as "large" and "little," "long" and "short," are normally shown with photos, but here's another example where regalia may help you teach new adjectives: the use of real-life things is fantastic for words like "soft" and "rough," which might take up valuable class time. Bring in photos of famous sights from around the world, such as the Louvre, Egyptian pyramids, the Eiffel Tower, and so on, for more advanced adjectives like "stunning," "gorgeous," "spectacular," "huge," or "immense," and then use these new adjectives to describe these places in ways that clearly illustrate their meaning. There are some things that a flashcard simply cannot teach. Synonyms,
SCIENTIFIC PROGRESS
VOLUME 2 I ISSUE 2 I 2021 ISSN: 2181-1601
definitions, substitutes, or simply placing pupils in a certain context function best in these situations. Consider the following scenario: To teach the distinction between "early" and "late," remind them what time class begins, then tell them that those who arrive early are "early," while those who arrive late are "late."
For younger learners, prepare bingo cards with drawings and shout out each word; for those who can read, do the opposite, produce bingo cards with words and then choose flashcards from a bag. You can make cards with the definition and shout out the terms for teens or adult learners, or vice versa.
Another form of exercise with a plethora of options. Students may be asked to match opposites, synonyms, or the definition of a word, as well as a picture to a word. 1 spit out a piece of written content (anything from a description to a song to a letter to a short narrative) with blank spaces that must be filled in with words from a list. You can adjust (his) to lengthier texts and have greater word lengths.
There are endless things students might describe while learning new language, from a newspaper photo of a recent incident to a personal narrative of a recent vacation. This applies to both written and oral descriptions. You might offer them some direction, such as requiring them to use at least five adjectives in their description or five words linked to sports, weather, and so on...to no direction.
Students should be given a piece of written text with vacant spaces to be filled in with any word that fits. If they're advanced pupils, you can offer them labels for each area, such as "noun," "adjective," or "adverb." After that, read a few of them aloud to compare the varied words used to fill in each blank.
Tell them that they must come up with words to describe the weather. On a chalkboard or whiteboard, write "weather" in the center and circle it. Every word that pupils provide should be written as "rays" that shoot out of this circle. They should respond with words they've already learned, such as "chilly," "scorching," or "mild." You might even have sub-circles for winter, summer, and other seasons shooting off to the side. This is an excellent way to study vocabulary in a classroom setting. Students take turns describing anything, such as a location: "I'm thinking of a place that is so large that it would take hours for tourists to see everything." It contains magnificent works of art. It's a magnificent structure, very old but with a modern glass pyramid in front." Students can be as straightforward or as opaque as they choose. With simple descriptions, even small children can accomplish it: "It's a creature. It has a long neck and large brown spots on its back." Alternatively, simply say "Africa, black and white, stripes."
It is preferable to teach vocabulary in context, that is, when the lesson is about travel, teach extremely descriptive adjectives. When it comes to shopping, you can talk about clothes and accessories. Never teach a list of words only to teach a list of words; otherwise, students will not have the opportunity to exercise their new vocabulary.
SCIENTIFIC PROGRESS VOLUME 2 I ISSUE 2 I 2021
ISSN: 2181-1601
Songs and music, real-life objects, and puzzles can all be used, but the more you blend, the better. Remember the distinction between recognizing and producing words: when students practice recognition, you supply the words and they use them to fill in gaps or match them; when students generate vocabulary effectively and precisely, they must spontaneously recollect the words.
REFERENCES
1. Ghazala, H. (2004) Translation as problems and solutions: A course-book for university students and trainee translators. Valetta Malta: Elga Publication, 2004, - p. 27-39.
2. Pozzi Maria.(2001)Terminology today. In Terminology, LSP and Translation. Studies in language engineering in honour of Juan C. Sager, ed. by Somers, Harold, 2001. - p.15-33.
