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помогут свести их к минимуму, а разнообразие методик и заданий сделает изучение
китайского языка увлекательным процессом.
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HELPFUL STRATEGIES OF VOCABULARY REINFORCEMENT
FOR EFL LEARNERS Rasulova K.
Rasulova Kamola — Student, ENGLISH LANGUAGE FACULTY 3, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the present article is intended to cope with the study of the vocabulary reinforcement and the strategies to achieve for the success which presents a certain interest both for the theoretical investigation and for the practical language use. While learning new words, learners don't feel responsibility, and may be unaware of this. Here, it is essential to raise students' awareness about the difficulties of remembering and reminding items and /or words. Keywords: strategies, vocabulary, interference, connotation.
"Words are voice of the heart" stated Confucius, ancient Chinese philosopher. Definitely no one can deny the strength of word. All these highlighted quotes can provide us how words play important role in human beings life, furthermore how it is essential to use them in a proper place and time. Why words are forgotten?
Anyway, how best in the learning field, student forget words. As the best remedy against forgetting, revising is mentioned firstly. It has been estimated that up 80 percentage of material is lost within 24 hours of initial learning. A study about the learners' retention or usage of a foreign language displayed that - absence of opportunity to use the language extended period of time - in the first three and four years quickly forgetting can happen. However, even in fifty years later very little further loss can occur. There are two factors can appear to influence retention. First, better retained words those are easy to learn. Secondly, the words learnt over spaced sessions can be better retained than in concentrated bursts -principles within no changes.
Interference from non - stop learning and recycling insufficiently may cause forgetting mainly. Regarding to interference, mostly, obtaining new language items leads to forgetting
old ones. It is familiar to the teachers with the name "symptom of overload". Recycling is valued as the best remedy against forgetting. According to Scott Thornberry, main factor to reduce dramatically rate of forgetting is spaced review of acquired material. But repeating words in a simple way is not enough. Recycling them in different ways is much better way. His recommendation is that whether learners see or use a word in a different way from the way they first met it, then successful learning is achieved [1].
As the evidence, discussed above, difficulty of learning items is considered mainly as one of the reasons of forgetting. Eventually, the question will emerge "What makes a word difficult?" Here are given some factors that some words make difficult than others [2]:
• Pronunciation: According to the some researches, words with difficulties are also difficult to learn. Actually, difficult words contain unfamiliar sounds o some particular group of learners. For example, lorry, regular for Japanese speakers.
• Spelling: Cause of errors, either of pronunciation or of spelling is likely sound-spelling mismatches, and can contribute to a word's difficulty. For example, words contain silent letters are particularly problematic: foreign, listen, headache, climbing, honest, cupboard, muscle, debt.
• Length and complexity: Although long words seem to be no more difficult to learn than short ones, high frequency words demand to be short. Therefore, most learners wants to see them often, indicate the factor "learnability". For example, in polysyllabic words - such as in word families like necessary, necessity, necessarily - the thing that adds to their difficulty is variable stress.
• Grammar: especially, grammar rules focused on usage of infinitive and gerund can cause some difficulties and avoiding from learning words or phrasal verbs are troublesome, because some of them are separable and some are not.
• Meaning: Learners often confuse the words, when two or three words are overlap the meaning. Moreover, polysemantic words, such as since and still are also problematic for some learners. It is undeniable that a learner has to learn all meanings of the given word in order to confuse in context. Anyway unfamiliar concepts also produce many difficulties while acquiring language.
• Range, connotation and idiomaticity: words are suitable to use in a wide range of contexts will be perceived as easier to learn than the synonyms with narrow usage. More precisely, words with stylistic constraints may result in problem [1].
The process of reinforcing new words can be held in three steps:
The first step.
1) Being able to utilize new words by recognizing them;
2) being able to use words by finding them from given text;
3) responding according to the context. This first step intends student to recognize word by listening, defining and utilizing in discourse, furthermore writing without mistakes are focused.
The second step. Learners have to find antonyms, synonyms of the obtained words, make sample sentences and, continue the provided structure.
The third step contains utilizing new words independently: to make sentences; to hold question- answer session; to address translation and interpretation while using the very word in different situation and context; to group words; to produce discourse cases and, having speaking based on these context and, accomplishing tasks.
References
1. Gu P.Y., 2003. Vocabulary Learning in a Second Language: Person, Task, Context and
Strategies. TESL-EJ 7:2.
2. Nation I.S.P., 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge
University Press.
