CC BY
27EFFECTIVE STRATEGIES FOR TEACHING VOCABULARY IN PRIMARY SCHOOLS AND PRESCHOOL EDUCATION
Salikhova N.I.
Salikhova Nasiba Ibadullayevna - Senior Teacher, DEPARTMENT OF ENGLISH IN PRESCHOOL EDUCATION, ENGLISH LANGUAGE FACULTY 2, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the article is devoted to the improvement of young learner's vocabulary skills with the help of effective strategies in primary school and preschool education. It will explore some practical strategies that secondary teachers can employ to increase the integration, repetition, and meaningful use of new vocabulary. However, not all approaches to teaching word meanings improve comprehension. This article will describe some of the most practical and effective strategies that preschool and high-school teachers can employ with diverse learners' to enhance vocabulary development and increase reading comprehension.There is little research to suggest that context is a very reliable source of learning word meanings.
Keywords: improvement, context, strategies, reading comprehension, preschool education, approaches, opportunities, connotations, cognitive link.
Teaching word meanings should be a way for learners to define their world, to move from light to dark, to a more fine-grained description of the colors that surround us [2]. That is why we consider that vocabulary knowledge is critical to reading comprehension, it is important that those working with young readers help foster their development of a large "word bank" and effective vocabulary learning strategies. If we talk about pre-teaching vocabulary activity, it is the one of the most effective strategies of helping young learners learn new vocabulary words. It is effectivefor teaching unfamiliar words used in a text prior to the reading experience. Teachers should preview reading materials to determine which words are unfamiliar. Then these words should be defined and discussed. It is important for the teacher to not only tell the young learners what the word means, but also to discuss its meaning. This allows the young learners to develop an understanding of the word's connotations as well as its denotation. After pre-teaching vocabulary words, the learner should read the text.It may seem common sense that the more times we are exposed to a word, the stronger our understanding becomes. However, repeated exposure to new vocabulary words is often ignored. A teacher often forgets a learner needs to hear and use a word several times before it truly becomes a part of her vocabulary. Providing multiple opportunities to use a new word in its written and spoken form helps children solidify their understanding of it [3]. Thus, let us analyze the keyword method which is very actual in improving vocabulary. Like pre-teaching, the keyword method occurs before a child reads a particular text. In this method, unfamiliar words are introduced prior to reading. However, rather than encouraging the children to remember a definition for a new word, the teacher teaches him a "word clue" to help him understand it. This "word clue" or keyword might be a part of the definition [1], an illustrative example or an image that the reader connects to the word to make it easier to remember the meaning when reading it in context. The idea behind the keyword method is to create an easy cognitive link to the word's meaning that the reader can access efficiently during a reading experience. The next strategy we evaluate is word map which is an excellent strategy for scaffolding a child's vocabulary learning. Like the other explicit instructional methods, the teacher should preview reading materials to determine which words are unfamiliar. For each of these new vocabulary words the child creates a graphic organizer for the word. At the top or center of the organizer is the vocabulary word. This strategy is particularly effective for helping struggling readers improve their vocabularies. Sometimes grade level materials are inaccessible to readers because there are too many unfamiliar words in them. Teachers can restructure the materials in several different ways to help readers comprehend them more easily. A portion of the difficult words can be replaced with "easier" synonyms to help the reader understand the overall text. Vocabulary footnotes can be added for particularly challenging
words so that the reader can easily "look up" the word while still reading the text. An accompanying vocabulary guide can be provided for the text.
Incidental vocabulary learning occurs all of the time when our children read. While we may not know what a specific word means, many times we can determine its meaning based on what the rest of the sentence focuses on. Teachers should model this sort of incidental vocabulary learning for children to help them develop their own skills. Students with weak lexical skills are likely to view all new words as equally challenging and important, so it is imperative for the teacher to point out those words that are truly vital to a secondary student's academic vocabulary base.
Context skills are the strategies that a reader uses for incidental vocabulary learning. Texts are full of "clues" about the meanings of words [4]. Other words in a sentence or paragraph, captions, illustrations and titles provide readers with information about the text that they can use to determine the meanings of unfamiliar words. These features are often referred to as "context clues" because they are contained within the context of the piece of writing rather than outside it. Young readers should be taught to find and use context clues for learning new vocabulary words. Vocabulary learning, like most other learning, must be based on the learner's active engagement in constructing understanding, not simply on passive re-presenting of information from a text.
References
1. Simmons D. and Kame'enui E. What Reading Research Tells Us About Children With Diverse Learning Needs. Mahwah, NJ: Lawrence Erlbaum Associates, 1988. Pp. 219-238.
2. Stahl S.A. Vocabulary Development. Cambridge, MA: Brookline Books, 1999.
3. Nagy W. "Teaching Vocabulary to Improve Reading. Comprehension." Newark, DE: International Reading Association, 1988.
4. Graves M. and Graves B. Scaffolding Reading Experiences: Designs for Student Success. Norwood, MA.: Christopher Gordon, 1994.
THE ROLE OF PROJECTING IN TEACHING FOREIGN LANGUAGES
Rasulova N.B.
Rasulova Nadira Bakhadirovna - Teacher, DEPARTMENT OF FUNCTIONAL LEXIS OF THE ENGLISH LANGUAGE, PHILOLOGY FACULTY, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: let us remind the reader that to the methods and, accordingly, to the technologies of this approach, we include learning in collaboration, the method of projects and multilevel learning, reflecting the specifics of differentiation of learning. This does not mean that these technologies exhaust the concept of a learner-centered approach. We had the opportunity to show how we understand this approach and with the help of what methods and technologies the teaching process is usually implemented in the world pedagogical practice. We settled on these three technologies because of their rather organic adaptation to the classroom-lesson system of lessons, which in our school seems to be in no hurry to cancel, and also because of their fairly free integration into the practice of our schools.
Keywords: project, technologies, communicative exercises, buzzword project.
Today we will talk about the project method in teaching foreign languages. We think it will be useful to remind the reader what is meant by learning technologies. Recently, this term has become firmly established in both theoretical and practical methods and didactics. In this case, we are interested in the relationship of this term with the teaching method. In this context, we consider technologies as a set of techniques that allow, in a certain sequence dictated by the logic of cognitive activity and the characteristics of the method used, to implement this method in practice. Each subject has own specifics and, accordingly, the specifics of the use of certain methods,
39
