CC BY
64influence how you learn the words. There are several ways that the teacher might test your vocabulary learning, but the ways are broadly divided into two categories [2]:
• You will be given the word and have to:
a.Write a definition
b. Use it in an example sentence
c.Translate it into your language
• You will be given:
a.A definition
b. A gapped example sentence
c.The translation into your language and you have to write the English word
If you do a vocabulary test from the group above, then in most cases you will need to learn the exact spelling of the word and will lose marks if you misspell it. The way you learned very many of the words in your own language were by meeting them in books and magazines you read. The context of a new word in a sentence or story was often enough for you to guess meaning. Meeting the word again and again in your reading helped you learn it for use in your own speaking and writing. Doing lots of extra reading for pleasure- both fiction and non-fiction- is an excellent way to learn new English words, too. But choose books that you find quite easy to read. Difficult stories or texts that you struggle to understand will not help you to develop your vocabulary the natural way. But remember: to learn new words from reading you have to read a lot!
The vocabulary you know can be divided into two groups- passive vocabulary and active vocabulary. Passive vocabulary contains all the words that you understand when you do not use (or cannot remember) in your own writing and speaking. Active vocabulary is all the words that understand, plus all the words that you can use yourself. Your active vocabulary, in English and your own language, is probably much smaller than your passive vocabulary.
References
1. Willets K. (1992). Technology and second language learning. Washington, D.C.: Eric
Clearinghouse on Language and Linguistics.
2. Diamond S. & Gultohn T. (2002). Learning Vocabulary through Activities, Cambridge:
Cambridge University press.
EFFECTIVENESS OF GAMES ON IMPROVING THE VOCABULARY OF PRIMARY LEARNERS Umarova G.
Umarova Gulmira - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: teaching a foreign language is challenging task to do, so creating a playful and enjoyable context is essential for children to develop their overall language proficiency. English is developing as a second language all over the world and several methods of teaching are being created to English. One of them is game based on vocabulary. The aim of creating game among young learners is to increase their interest and explain that learning process can be playful.
Keywords: game, multimedia, warm-up activity, task-based activity.
A game is an organized activity that usually has the following properties: a particular task or objective, a set of rules, competition between players, and communication between players by spoken or written language (Richards, Platt, 1992).
According to Nation [2], in order to acquire vocabulary, students are to be challenged and focus their attention to new strategies. Games can be different in such aspects as theme, intended audience, human-computer interface, graphical fidelity, hardware and interaction between players. A number of studies have revealed that games can have positive effect on achievement, interest, task learning engagement and problem solving. In the context of a game vocabulary skill can be acquired without pressure. Games have been shown to have advantages and effectiveness in learning vocabulary in various ways [1]:
S Games bring relaxation and fun for students, thus help them learn and retain new words easily;
S Games usually involve friendly competition and they keep learners interested and motivated;
S Vocabulary games bring real world context into the classroom, and enhance students' use of English in a flexible, communicative way.
Therefore, the role of games in teaching and learning vocabulary cannot be denied. However, in order to achieve most from vocabulary games, it is essential that suitable games are chosen. Whenever a game is to be conducted, the number of students, proficiency level, cultural context, timing, learning topic, and the classroom settings are factors that should be taken into account.
Multimedia games play main role in improving vocabulary. They increase motivation and foster a deeper processing of vocabulary. Word memorization is important in language learning, and memorization is helped when words are recycled regularly. Vocabulary development is a continuous process, where learners meet the words many times in their learning to increase and deepen their knowledge and their use of words in foreign language [4]. It is also facilitated through using meaningful activities to practice vocabulary, as it provides the learners with opportunities to memorize the words effectively, more than if they just practice them orally by drilling or by using flashcards. Memory is crucial in vocabulary learning and the benefits of revision and repetition have been clearly demonstrated in studies of vocabulary teaching [3].
In order to learn and retain new words, learners should participate in different task-based activities in their classroom and such activities also include vocabulary games which especially focus on helping learners develop and use words in different contexts by making the lessons enjoyable. Haldfield [1, p.8] said that games can take one of the following forms:
a. Information gap. Students ask their partners to get missing information to complete the task or card they have or together solve a problem.
b. Guessing games. The player with the information deliberately withholds it, while others guess what it may be.
c. Search games. Players must obtain all or a large amount of the information available to fill in a questionnaire or to solve a problem.
d. Exchanging games. Players have certain articles, or ideas which they wish to exchange for others. The aim of the game is to make an exchange that is satisfactory to both sides.
e. Collecting games. Players need to collect cards in order to complete a set.
f. Arranging games. Players must acquire information and act on it in order to arrange themselves in groups.
In conclusion, according to scientists' opinion, game is an organized activity in order to make the lesson process more interesting. Learning vocabulary through games is one of the most effective and interesting ways that can be applied in any classroom. Taking in account the results of the factors mentioned above the article can be summarize the suggestion of
using games not only for mere fun, but more importantly, for the useful practice and review of language lessons, thus leading toward the goal of improving learners' communicative competence. In learning a foreign language, vocabulary plays an important role. It is one element that links the four skills of speaking, reading, writing, and listening all together.
References
1. Haldfield K. (1999). Beginners' communication games. London: Longman.
2. Nation I. (1990). Teaching and learning vocabulary. Massachusetts: Heinle & Heinle Publisher.
3. O'Dell F. (1997). Incorporating vocabulary into the syllabus: Cambridge University press.
4. Richards J.C., Platte J. and Platte, H. (1992). Dictionary of language teaching and applied linguistics. London: Longman.
PROFESSIONALLY SIGNIFICANT QUALITIES AND SKILLS OF A TEACHER OF FOREIGN LANGUAGES Fayziyeva N.
Fayziyeva Nodira - Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article provides information about important distinctive features of a teacher who teaches a foreign language. It focuses attention on how the teacher should build the educational process in order to achieve positive results. Keywords: professional, knowledge, practice, process, learner, sphere.
Successful implementation of the target aspects of teaching a foreign language in their modern understanding fully depends on the level of professional training of a teacher who teaches a foreign language. He must have professional competence, ability to implement his teaching activities effectively. The indicator of the formation of this competence is the professional mastery of the teacherformed from a combination of professional knowledge and abilities to apply this knowledge in practice, to transfer the acquired knowledge and skills to new learning conditions, as well as a positive attitude towards his professional activities.
Thus, professional mastery is the interconnection of professionally significant knowledge and teaching experience of a teacher, his creative and personal qualities. In other words, the teacher of a foreign language needs to know the subject he teaches and how he should build the pedagogical process in order to achieve positive results in reaching the goal of teaching a foreign language. He must creatively treat his profession, refracting his pedagogical experience in accordance with the individual characteristics of students and specific learning conditions. But to be a real professional, it is not enough just to know the subject and the ability to teach it. It is important that the teacher wants to work in this sphere, his positive attitude towards teacher's work and the need to improve his professional knowledge and skills.
Teacher should have professional knowledge [1]:
- the systems of language and basic linguistic and linguodidactic categories, as well as the culture of the country of the target language, its history and contemporary problems of
