CC BY
1393. Pivec Maja and Dziabenko Olga. Game-based Learning Framework for collaborative Learning and Student E-teamwork, 2010. P. 56-60.
4. El-Shamy Susan. Training Games: Everything You Need to Know About Using Games to Reinforce Learning. Virginia: Stylus, 2001. P. 34-37.
IMPROVING VOCABULARY COMPETENCE OF ESL LEARNERS OF B1 LEVEL Nizamova R.A.
Nizamova Rano Akhmadjanovna - Teacher of English, DEPARTMENT OF TEACHING LANGUAGES, MANAGEMENT INPRODUCTIO FACULTY, FERGHANA POLYTECHNIC INSTITUTE, FERGHANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the importance of teaching vocabulary communicatively to ESL learners and suggests different interesting techniques to improve vocabulary competence of the learners.
Keywords: Vocabulary, teaching, intermediate, enthusiasm, meaning, independent, technique, development, encountered.
Teaching vocabulary for intermediate (B1) level is not an easy task, because students need more attention that their enthusiasm in learning. According to CEFR, B1 level candidates in ESL learning (i.e., intermediate independent users of the target language) are expected to be able to understand the main point of clear, standard input on familiar matters regularly encountered in work, school, leisure, etc. Moreover, they are expected to be in a position to deal with most situations likely to arise when they are using the target language at home or abroad, in various social contexts. They can produce a simple coherent text on topics of personal or social interest and they can describe experiences and events, dreams,
hopes and ambitions and briefly give reasons and explanations for opinions and plans. Nunan suggests that there are some principles of helping the students to learn vocabulary [1, p.p. 34-45]:
1. Teachers can model how to use techniques and draw learner's attention explicitly to aspects of technique use. For example, 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.
2. Teachers can teach the sub-skills needed to make use of techniques. For example: to use dictionary efficiently requires knowledge of alphabetical order and lots of practice with it.
3. Classroom tasks can include structured opportunities for using techniques. For example: when reading a story, teachers can explicitly encourage prediction of the meanings of new words.
4. Independent technique use can be rehearsed in classrooms. For example, learners can be helped to prepare lists of words that they want to learn from a lesson, can be shown ways of learning from lists and later can be put in pairs to test each other.
5. Intermediate (B1 level) learners can be helped to reflect on the learning process through evaluating their achievements. For example, at the end of the 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, learners can come to understand more about what they are learning and how.
Looking through the basic principles of teaching intermediate (B1 level), there are some theories which can be applied to intermediate classroom situation. For instance, Harmer asserts ESL learners as active learners and thinkers [2, p.p. 67-89]. That is, they construct knowledge from actively interacting with the physical environment in developmental stages. They learn through their own individual actions and exploration.
One of useful techniques that linguists offer in teaching ESL learners is charades technique. Nunan defines charades as an excellent technique to facilitate the emotional education of the learners [1, p.p. 34-45]. It can be useful for learners who are experiencing emotional difficulties, or remediation for EFL learners who appear to be covering in emotional development. As this technique requires the learner to be in the center of attention
for a few minutes, it is really motivating. Games of charades or pantomime that involve body movement and facial expressions are fun and encourage creativity and naturalness on the part of the child. Besides, Ur states that charades technique is a technique miming the individual parts of a word [3,p.p.4-8]. It means that the technique use mime stile to know meaning word. In addition Ur states that charades technique is a technique to make a mental image of a word to aid in recalling the word. It means charades technique can help students to remember the new vocabulary easily. Based on the explanation above, the writer concludes that charades technique can help students in knowing meaning of words as the activities of this technique using pantomime style cues, encourage students in physical activity, and raise curiosity of students to find out, because since learners prefer to learn by interacting directly.
Based on the techniques above, I can conclude that teaching vocabulary can be presented through many ways. The teachers can use different techniques based on the necessities and level of the learners. In addition, in teaching vocabulary teacher must have expertise using basic stages by vocabulary teaching techniques that can attract the attention of students to know the material well. Before using the techniques in teaching vocabulary teacher must first check techniques whether they are suitable to use or not, because using a technique more suitable to the material improves learners' curiosity and enthusiasm in learning. Moreover, it is necessary to teach it to learners in a way that enables them to learn the vocabulary they need to communicate with others. Many researches and surveys are being held in order to show what kind of techniques is more effective and beneficial in teaching vocabulary in ESL classes.
References
1. Nunan David. Language Teaching Methodology. Hemel Hempstead: Phoenix, 1995. P. 34-45.
2. Harmer Jeremy. How to Teach English. Harlow: Longman, 2006. P. 67-89.
3. Ur Penny. Five-Minute Activities. Cambridge: Cambridge University Press, 1992. P. 4-8.
ОБЕСПЕЧЕНИЕ КАЧЕСТВА ОБРАЗОВАНИЯ В СОВРЕМЕННОЙ ШКОЛЕ Сыкалова М.В.
Сыкалова Мария Владимировна - магистр, кафедра педагогики и менеджмента в образовании, Рязанский государственный университет им. С.А. Есенина,
г. Рязань
Аннотация: сегодня образование стало одним из способов производства человеческого капитала, главной составляющей которого является интеллектуальный потенциал общества. В настоящее время возрастает роль человеческого фактора, влияющего не только на экономический и научно-технический прогресс, но и стимулирующего как главную движущую силу общественное развитие на современном этапе развития человечества. Образование - будущее нашего поколения. Образованные люди - это актив политических, экономических, социальных знаний и преобразований в обществе. Именно они обеспечивают ускорение развития в обществе во всех его направлениях и тенденциях. Образование - это гармонизация и очеловечивание жизни в обществе. Оно создаёт движение цивилизации к подлинной свободе человека. Ключевые слова: качество образования, образование, критерии оценивания качества образования.
УДК-371
Главной проблемой в процессе реформирования образования остаётся вопрос повышения его качества. Пути реформирования могут быть совершенно разными. Результаты, соответственно, этих изменений тоже могут
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