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УДК: 372.881.111.1
Ulitko E.N.
Plekhanov Russian University of Economics
Malykhina I.A.
Plekhanov Russian University of Economics, Oblovatskaya I.F.
Plekhanov Russian University of Economics,
Yakovleva G.P.
Plekhanov Russian University of Economics, DOI: 10.24411/2520-6990-2020-11314 EFFECTIVE VOCABULARY PRESENTATION STRATEGIES
Abstract
The article points out the principles of a new vocabulary memorizing and acquisition. The main stages of vocabulary work include: familiarization with new material; primary consolidation; skills development to use vocabulary in various types of speech activity. In the authors' opinion all aspects of the process make up a whole and the isolation of any one can be carried out only for pure methodological purposes.
Аннотация
В статье рассматриваются принципы обеспечения непроизвольного запоминания и прочности усвоения новой лексики. К основным этапам работы над лексикой относятся: ознакомление с новым материалом; первичное закрепление; развитие умений и навыков использования лексики в различных видах речевой деятельности. Все перечисленные стороны работы над лексикой представляют собой единое целое и вычленение каждой из них проводится с чисто методическими целями.
Keywords: Foreign vocabulary, speech activity, communication skills, introduction of vocabulary, teaching methods, activation of vocabulary.
Ключевые слова: Иноязычная лексика, речевая деятельность, коммуникативные навыки, введение лексики, методические приёмы, активизация лексики.
One of the main tasks of a foreign language teaching in a non-linguistic university in accordance with the program is to teach "the practical knowledge of colloquial and everyday speech and the specialty foreign language for the active use for both every day and professional communication." This task involves the process of students' assimilation of large foreign vocabulary volumes.
The more careful attitude to the students' lexical skills formation in the classroom is necessary for a number of reasons. Firstly, the monotonous homework of memorizing new vocabulary is extremely ineffective. Secondly, in the foreign languages study, vocabulary learning is not an end in itself, but a means of developing speech activity. Thirdly, most students lack the skills of independent linguistic work and interest in language analysis. Fourthly, vocabulary is the main component of speech and that is why the learning vocabulary is the starting point for the active foreign language use, provided by the curriculum.
For the future specialist, the most practically significant speech activity is reading, the leading role of which is recognized by all university programs for teaching foreign languages for non-linguistic specialities. Meanwhile, at present, an understanding of communicative skills importance is necessary for communication in educational, professional, socio-political and socio-cultural spheres. Good vocabulary knowledge not only makes it possible, but also enhances the students' desire to read foreign language literature and communicate in a foreign language.
The curriculum in non-linguistic universities offers a situational organization of educational material, which suggests the need to identify primarily the areas
of communication that are determined in accordance with the objectives of the course. [4, c. 187]
At the first meeting with students in the school year, the teacher talks about the objectives of the course and its methodological strategy basics. Students develop a conscious attitude towards active work on the assimilation of lexical structures in the classroom. Students are required to be extremely active in the lesson (communicatively, intellectually, emotionally) and consider the lesson of a foreign language as something significant, pleasant and useful.
Practical experience has shown that the term for effective and productive language learning directly in the lesson is the formation of the appropriate psychological attitude which ensures high activity of each student throughout the lesson and intensive interaction between group members. It is equally important to formulate an attitude toward the effective memorization of educational material. Psychologists say that without this attitude, even its multiple perception does not produce the desired effect.
The first lesson of each cycle is devoted to the vocabulary presentation, that is, presentation, semantiza-tion and primary consolidation. It is in the classroom where the teacher has the opportunity to show students in practice how to work with new material, as well as develop guesses, imitation and the operational memory. This type of activity allows you to work on the pronunciation of the text forming both the auditory and the pronouncing images of the word and contributing to more effective vocabulary memorizing and correct reading. According to psycholinguistic experiments, words go through a generalization process and are stored in memory in the form of groups connected by
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semantic attributes. Therefore, students are offered not the meaning of isolated words, but an acquaintance is organized with word groups of a particular human activity spectrum. In the very first class and the following ones, vocabulary is activated in various types of speech activity, which allows to establish a connection between new and earlier introduced vocabulary.
At the stage of presenting new vocabulary, various techniques are used that facilitate memorization: associations (sound, linguistic and others); visual (posters, objects, inscriptions); comments (linguistic, geographical, etc.); use of the word in various situations. The English words explanation can be carried out in non-translating and translational ways. The non-transla-tional method is when the word meaning is established by a direct connection "word - concept". You can use the help of synonyms, antonyms or to define new words. So, in Plekhanov Russian university of Economics, at English lessons, students are encouraged to find English definitions for new words of the units in the textbook. [5, c. 324] When working at the topic "Personality", students find different definitions for adjectives that describe the person's character, e.g. "even-tempered is a person who does not easily become angry", and etc. This type of work helps, firstly, to avoid the use of the Russian language in the classroom, secondly, it expands the lexical memory of students, and thirdly, in senior courses there are often specific terms or concepts that can only be explained using such method. Immediately after a word familiarization and phonetic training, a transition to speaking using the new vocabulary is necessary. Immediately after acquaintance, it is still difficult for students to pronounce words, so the first exercises are related to word listening activity and their recognition. In order to have time to present and initially consolidate new vocabulary, you need to maintain a fast pace of the lesson, while stimulating student activity throughout the lesson.
Thus, at the initial stage of new vocabulary work, the teacher performs the following important steps: presentation of the new vocabulary, purposeful use of methodological techniques that facilitate the memorization of material, primary consolidation of the lexical material, ensuring its communicative and productive nature.
Primary consolidation of vocabulary makes it easier for students to switch to a text based on new vocabulary which they can understand almost without difficulties.
The next teaching stages work deal with the language material presented at the previous lesson, which enables students to do such lexical exercises as the choice of words and their compatibility; the so-called vocabulary games (crosswords, cards); using new vocabulary in coherent text, compilation of lexical thematic groups.
These techniques make it possible to catch on new vocabulary, promote the language rules awareness and their application when changing the word forms or using different prepositions changing the meanings of words, etc.
In subsequent classes, the vocabulary is further intensified in productive and receptive types of speech activity. In the classroom, evaluating, viewing, and
searching reading are mainly processed. Reading at this stage acts as a means of vocabulary learning , ensuring multiple use of the words being studied in different contexts while the contents of the texts provides material for involving students in texts discussing and establishing their educational interaction.
After reading the texts, students are offered various communicative exercises, questions for discussion or expression of their own opinions on particular problems. [2, c. 187] It is important to note that unprepared speech prevails over prepared speech in the process. Productive assimilation is more effective in terms of personality development. It is proved that the use of lexical units in active speech activity positively affects their memorization. In the classroom, the use of educational and communicative situations requires new logical, semantic and creative solutions from students, the motivation of the communication process itself. In the classes, not only frontal work is organized, but also work in pairs, in groups, that is, there is a constant speech interaction of students with each other.
Working in groups or teams is very attractive for students, many students believe that communication in foreign language classes helps them to get to know each other better.[3, c. 30] Prepared speech also takes place, because homework is verbal creative in nature. Their messages are informative, logical and more correct in language terms. An important place is given to listening when students listen to audio texts, as well as the teacher's speech. Thus, the students use a new vocabulary in prepared and unprepared forms of productive and receptive types of speech activity in a foreign language, both in class and in homework.
All stages of learning are united by the principle of ensuring involuntary memorization and acquisition strength of new vocabulary i.e. linguistic and sociolin-guistic competences in the target language.
References:
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