CC BY
13
ПРЕДСТАВЛЕНИЕ НАУЧНОЙ РАБОТЫ
EXTENDING CHILDREN'S VOCABULARY
РАСШИРЕНИЕ ДЕТСКОЙ ЛЕКСИКИ
Turayeva Dilbar, Djurayeva Mokhira, Karshi State University, Republic of Uzbekistan
E-mail: jamolbek14mail.ru
Тураева Дилбар, Джураева Мохира, Каршинский государственный университет, г. Карши, Республика Узбекистан
Abstract. The article deals with the problems of learning vocabulary by children. The theme is actual because difficulties in learning vocabulary which can arise since the vocabulary is insufficiently connected to pupil's real lives. The methods of teaching vocabulary are analyzed in the article as well.
Аннотация. В статье рассматриваются проблемы изучения словарного запаса детьми. Тема актуальна, поскольку возникают трудности в изучении словарного запаса, которые могут возникнуть из-за того, что словарь недостаточно связан с реальной жизнью ученика. В статье анализируются методы обучения лексике.
Key words: textbooks, family, global, interests, difficulties, vocabulary, thematically connected, topic, foreign language.
Ключевые слова: учебники, семья, глобальный, интересы, трудности, словарный запас, тематически связанный, тема, иностранный язык.
Most of the textbooks for young learners start with words connected to the family, the house, the school. But children are getting more and more global in their interests through the Internet, television and video, and computer games. Their worlds are much bigger, form much younger ages, than used to be the case. So difficulties in learning vocabulary can arise since the vocabulary is insufficiently connected to pupil's real lives. To extend the vocabulary beyond the textbook, the teacher can give words which are thematically connected to the words given in the unit. Vocabulary learning around a topic could begin from the learners rather than from the book, by asking them directly what words they already know and what words they would like to learn about the topic. For example, the book has a unit on wild animals. The teacher could write wild animals' on the board and ask learners what they already know and which words they would like to know. The words are then written on the blackboard and translated into the foreign language.
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
Vocabulary learning strategies and young learners
■ Teachers can show how to find clues to the meaning of a new word in a picture or in other words in the same sentence
■ Teachers can teach the sub-skills needed to make use of strategies. For example, to use a dictionary efficiently requires knowledge of alphabetical order and lots of practice with it.
■ When reading a story, teachers can explicitly encourage prediction of the meanings of new words
■ Children can be helped to prepare lists of words they want to learn form a lesson, can be shown ways of learning form lists and later can be put in pairs to test each other.
■ Children can be helped to reflect on their learning process through evaluating their achievements. For example, at the end of a lesson they can be asked how many new words they have learnt, and which words they need to learn more about. Through regular self-evaluation, children can come to understand more about what they are learning and how.
Special activities for developing vocabulary and forming concepts
1. Word Puzzles
Crossword Puzzles are good because they work on the definition as well as the spelling. The puzzles should not be very long.
2. Riddles and puns
Riddles encourage critical thinking skills. For example, if the topic of the lesson is 'Weather', the teacher can use some riddles after introducing the key-words to help children memorize them. I blow the clouds around and around, but you can't see me, I can't be found.( the wind) Sometimes I am big and fluffy and white and when rain is coming I am dark as night. (the sky)
What is full of holes, and holds water? (a sponge) What is full at night and empty at daytime? (a bed) Which hand do you use to sit soup- the right hand or the left hand? (I use a spoon)
How many lions can you put in an empty cage? (one; after that, the cage is not empty)
When is a piece of wood like a king? (when it is a ruler)
Who raises things without lifting them? (a farmer)
When is a sailor not a sailor? (when he is ashore)
What kind of dog has no tail? (a hot dog)
What is black and white and red(read) all over? (a newspaper)
3. Games
Games are highly-motivating and entertaining, and they can give shy students more opportunity to express their opinion and feelings. Through games children can learn English unconsciously and without stress like they learn their mother tongue. With the use of games, the teacher can create various contexts in which students have to use the language to communicate, exchange information and express their own
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
opinions. There are many kinds of games which can be used in teaching English. For example Role-Playing Games. A role-playing game is a game in which two or more people interactively participate in the creation of a shared story. Most players act out roles of characters in the story, while one player is the referee or narrator of the story, playing the part of all the minor characters and providing a framework by which dramatic conflict is resolved. There are a lot of role-playing games such as "Broomstix: The Harry Potter RPG", "Fairy Tale", "Amazing monkey adventures". The teacher can invent one himself. RPG teach social skills such as negotiation and decision making. They foster an environment where vocabulary is improved. They allow values, ethics, and morals to be taught in the context of a story. They promote reading and the study of myth and literature.
4. Songs
Learning vocabulary through music can help children to understand the power of language and how it can shape ideas, feelings, and actions. Children will be able to use rhyme and rhythm to increase their reading fluency and vocabulary. By listening to English songs, children can hear the native pronunciation of words. It improves their ability of hearing the language because the 4-beat division of most songs coincides well with the linguistic foundation of binary alteration, or stressed and unstressed syllables. Music also has a freeing, relaxing influence and can help shy children to express themselves.
I like apples and oranges.
Apples and oranges are so sweet.
Apples and oranges are good to eat.
I like apples and oranges. I like apples and oranges.
Children pick up new words at an amazing pace in both their first and second language. Vocabulary learning around a topic can begin from the learners rather than from the book, by asking them directly what words they already know and what words they would like to learn about the topic. The presentation of the vocabulary should be as varied as possible because children are interested in the meaning and function of the new language more holistically, in order to play a game, sing a song, or act out a story. Teachers can use an object, cut-out figures, photographs, pictures from books. The meaning of new words can be explained by performing an action, drawing diagrams on the board, giving the analytical definition, or by verbal explanation: putting the new word in a defining context (e.g. we use a pen to write), translating into another language. Recycling vocabulary with board or card games, class surveys, and project work can give children the chance to use the new vocabulary in situations where they have control over the choice of language. This kind of dynamic view makes vocabulary come alive and paves the path to explicit grammar learning. Through games children can learn English unconsciously like they learn their mother tongue. There are many kinds of games and activities which can be used in teaching English: riddles, puzzles, crosswords, puns, songs. Riddles encourage critical thinking skills. By listening to English songs, children can hear the native pronunciation of words. Music can also help shy children to express themselves. Crossword Puzzles are good
ВЕСТНИК НАУКИ И ТВОРЧЕСТВА
because they work on the definition as well as the spelling. Games and special activities form an important part of teaching English to children.
References:
1. Apresyan M. «English 4», Macmillan-Armenia, 2009.
2. Doff A. «Teach English», Cambridge University Press, 1988.
3. Kirillova E. «Readings in Methods of Teaching EFL», 1981.
4. Kral T., «Teacher Development. Making the Right Moves», Washington, D.C., 1994.
5. Lynne C. «Teaching Languages to Young Learners», Cambridge University Press, 2001.
6. Peterson P.W. «Writing Skills Practice Book for EFL», Washington, D.C., 2003
7. Pinter A. «Teaching Young Language Learners», Oxford University Press, 2006
8. Rogova G.V. «Methods of teaching English», M., 1970.
9. URL: https://www.teachingenglish.org.uk
