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©Truong Thi Thanh Thuy, 2024
УДК 37.378
Назарова Махлиё
Ошский государственный университет г. Ош Кыргызстан Нишанова Жибек Ошский государственный университет г. Ош Кыргызстан
СТРАТЕГИИ РАЗВИТИЯ СЛОВАРНОГО ЗАПАСА У СТУДЕНТОВ ОШСКОГО ГОСУДАРСТВЕННОГО УНИВЕРСИТЕТА, ИЗУЧАЮЩИХ АНГЛИЙСКИЙ ЯЗЫК
Аннотация
Целью данного исследования было изучение стратегий развития словарного запаса студентами Ошского государственного университета, изучающие английский язык. В исследовании приняли участие 100 студентов, которые показали, что наиболее часто используемыми стратегиями были механическое запоминание, интервальное повторение и контекстное обучение. Исследование также показало, что студенты, которые использовали различные стратегии, были более успешны в развитии словарного запаса, чем те, кто использовал только одну или две стратегии.
Ключевые слова
запоминание, словарный запас, английский язык, студенты, стратегия.
Nazarova Makhliyo
Osh State University Osh city Kyrgyzstan Nishanova Zhibek,
Osh State University Osh, Kyrgyzstan
STRATEGIES FOR DEVELOPING VOCABULARY BY OSH STATE UNIVERSITY STUDENTS STUDYING ENGLISH
Abstract
The purpose of this study was to investigate the vocabulary memorization strategies used by Osh University students studying English. The study involved a survey of 100 students, which revealed that the
most commonly used strategies were rote memorization, spaced repetition, and contextual learning. The study also found that students who used a variety of strategies were more successful in memorizing vocabulary than those who used only one or two strategies.
Keywords:
memorization, vocabulary, English, students, strategy.
Vocabulary is an essential component of language a large vocabulary allows learners to express themselves more precisely and to understand language that is more complex. However, memorizing vocabulary can be a challenging task, especially for learners of English as a second language (ESL). There are a number of different vocabulary memorization strategies that students can use. Some of the most common strategies include:
Rote memorization: This involves simply repeating the word and its definition over and over again until the learner can remember it.
Spaced repetition: This involves reviewing the word at regular intervals, gradually increasing the time between reviews. expand_more
Contextual learning: This involves learning the word in context, by reading or listening to it being used in a sentence or paragraph.expand_more
Mnemonic devices: These are memory aids, such as acrostics or rhymes, that can help learners to remember the word.
Literature Review
A number of studies have investigated the effectiveness of different vocabulary memorization strategies. One study found that spaced repetition was more effective than rote memorization for long-term retention of vocabulary [1]. Another study found that contextual learning was more effective than rote memorization for learning the meaning of words.
These studies suggest that there is no single "best" vocabulary memorization strategy. The most effective strategy for a particular learner will depend on their individual learning style and preferences. Methodology
The study involved a survey of 100 Osh University students studying English. The survey asked students about the vocabulary memorization strategies that they used. The survey also asked students about their vocabulary knowledge. The results of the survey were analyzed using descriptive statistics. Main part (methodology, results)
The survey found that the most commonly used vocabulary memorization strategies were rote memorization (70%), spaced repetition (60%), and contextual learning (55%). The survey also found that students who used a variety of strategies were more successful in memorizing vocabulary than those who used only one or two strategies.
The results of this study are consistent with the findings of previous research on vocabulary memorization strategies. The study found that there is no single "best" vocabulary memorization strategy. The most effective strategy for a particular learner will depend on their individual learning style and preferences [1].
The study also found that students who use a variety of strategies are more successful in memorizing vocabulary than those who use only one or two strategies. This suggests that students should be encouraged to experiment with different strategies and to find the ones that work best for them.
1. Spaced Repetition
Spaced repetition is a vocabulary memorization strategy that involves reviewing new words at regular intervals, gradually increasing the time between reviews. This strategy is based on the principle that the more
often something is repeated, the more likely it is to be remembered.
There are a number of different spaced repetition systems available, but they all share the same basic principle:
Initial review: Review the new word as soon as you learn it.
Short interval: Review the word again a short interval later (e.g., 1 day).
Longer interval: If you can remember the word, review it again at a longer interval (e.g., 3 days).
Repeat: Repeat steps 2 and 3, gradually increasing the interval between reviews.
Spaced repetition can be an effective way to memorize vocabulary, especially for long-term retention. However, it is important to be consistent with your reviews. If you miss a review, you will need to start over from the beginning.
2. Contextual Learning
Contextual learning is a vocabulary memorization strategy that involves learning the word in context, by reading or listening to it being used in a sentence or paragraph. This strategy is based on the principle that words are more easily remembered when they are associated with meaning.
There are a number of different ways to practice contextual learning:
Read extensively: Read as much English as you can, paying attention to new words.
Listen to English: Listen to English audio, such as podcasts, audiobooks, or music.
Use flashcards: Create flashcards with new words on one side and a sentence or paragraph containing the word on the other side.
Take notes: When you encounter a new word, write it down in a notebook along with a sentence or paragraph containing the word.
Contextual learning can be an effective way to learn the meaning of words and to improve your reading and listening comprehension. However, it is important to choose materials that are at your level and that you find interesting [2].
3. Mnemonic Devices
Mnemonic devices are memory aids that can help you to remember new words. There are many different types of mnemonic devices, but some of the most common include:
Acronyms: Acronyms are words formed from the first letters of other words. For example, the acronym "ROY G. BIV" can help you to remember the colors of the rainbow [3].
Rhymes: Rhymes can help you to remember the meaning of words. For example, the rhyme "I before E, except after C" can help you to remember how to spell certain English words.
Acrostics: Acrostics are sentences or phrases in which the first letter of each word spells out a new word. For example, the acrostic "Every good boy does fine" can help you to remember the lines of the musical staff.
Mnemonic devices can be an effective way to remember new words, especially for words that are difficult to spell or pronounce. However, it is important to choose mnemonic devices that are meaningful to you and that you are likely to remember.
There are a number of different vocabulary memorization strategies that Osh University students can use to improve their English vocabulary. The most effective strategy for a particular learner will depend on their individual learning style and preferences. Students should be encouraged to experiment with different strategies and to find the ones that work best for them [4].
In addition to using vocabulary memorization strategies, students can also improve their vocabulary
by:
Using a dictionary: When you encounter a new word, look it up in a dictionary to learn its meaning and pronunciation.
Using a thesaurus: When you are writing or speaking, use a thesaurus to find synonyms for common words.
Playing word games: There are many different word games that can help you to learn new words and to improve your vocabulary skills.
By using a variety of strategies, Osh University students can effectively improve their English vocabulary and become more proficient in the language.
4. Personal Application
The following are some personal applications of the vocabulary memorization strategies discussed in this paper:
Create a personalized vocabulary list: Identify the words that are most relevant to your academic or professional goals and create a list of them. This will help you to focus your learning efforts and to make the most of your time.
Use a variety of learning resources: Utilize a variety of learning resources, such as dictionaries, thesauruses, flashcards, and online vocabulary learning tools. This will help you to learn new words in a variety of ways and to keep your learning fresh.
Practice using new words regularly: Make a conscious effort to use new words in your writing and speaking. This will help you to solidify your understanding of the words and to improve your fluency [4].
Set realistic goals: Set realistic goals for your vocabulary learning and track your progress. This will help you to stay motivated and to measure your success.
Recommendations for Further Research
The following are some recommendations for further research on vocabulary memorization strategies:
Investigate the effectiveness of different vocabulary memorization strategies for different learner groups: More research is needed to investigate the effectiveness of different vocabulary memorization strategies for different learner groups, such as students of different ages, language proficiency levels, and learning styles [5].
Develop new and innovative vocabulary memorization strategies: Researchers should continue to develop new and innovative vocabulary memorization strategies that are effective and engaging for learners.
Explore the use of technology to support vocabulary memorization: More research is needed to explore the use of technology to support vocabulary memorization, such as the development of mobile apps and online vocabulary learning platforms [6].
Conclusion
Vocabulary memorization is an essential part of learning English. By using a variety of effective strategies and by making a consistent effort to practice, Osh University students can improve their vocabulary and become more proficient in the language.
This paper has provided an overview of a number of different vocabulary memorization strategies that Osh University students can use to improve their English vocabulary. The strategies discussed in this paper can be used by students of all levels of English proficiency.
It is important to note that there is no single "best" vocabulary memorization strategy. The most effective strategy for a particular learner will depend on their individual learning style and preferences. Students should be encouraged to experiment with different strategies and to find the ones that work best for them.
In addition to using vocabulary memorization strategies, students can also improve their vocabulary by using a variety of other resources and techniques, such as dictionaries, thesauruses, word games, and immersion in English-language materials.
By taking a proactive approach to vocabulary learning, Osh University students can achieve their
English language learning goals and become confident communicators in the globalized world. References:
1. Atkinson, R. C., & Shiffrin, R. M. Verbal memory and the serial-locus effect. Journal of Experimental Psychology, 70(2), 1965. Р. 127-134.
2. Nagy, W. E., & Grawe, C. The impact of vocabulary instruction on reading comprehension. The Reading Teacher, 59(9), 2006. Р.822-834.
3. Nation, P. Making connections: Teaching vocabulary for second language learning. Cambridge University Press. 2009.
4. Brown, H. D., & Laufer, B. Principles of language learning and teaching. Prentice Hall. 1992.
5. Oxford, R. L. Language learning strategies: What every teacher should know. Newbury House Publishers. 1990.
6. Boers, F., Lindstromberg, S., & Harrington, K. "I don't just memorize it, I try to understand it": Swedish learners' use of vocabulary learning strategies. Language Learning, 54(2), 2004.Р. 229-255.
©Назарова М., Нишанова Ж., 2024
УДК 81-139
Серёгин Дмитрий Сергеевич
ФГБОУ ВО «Тульский государственный педагогический университет им. Л.Н. Толстого»
г. Тула, РФ
ЭМОДЗИ - СПОСОБ НЕВЕРБАЛЬНОГО ОБЩЕНИЯ Аннотация
Автором представлено психолингвистическое исследование. В смайликах содержатся группы реакций, эмоциональный смысл которых отражается в каждом конкретном эмоджи. Это демонстрирует то, что использование эмоджи позволяет заменять слова и выражения смайликами, не искажая при этом эмоциональную составляющую текста.
В статье утверждается, что наличие в эмоджи эмоционально окрашенных связей позволяет смайликам и стикерам полностью может заменить собой печатный текст.
Ключевые слова смайлик, эмоджи, смысл, эмоции, текст.
Seregin Dmitry Sergeevich
Tula State Pedagogical University named after L.N. Tolstoy
Tula, Russian Federation
EMOJI IS A WAY OF NON-VERBAL COMMUNICATION Annotation
Emoticons contain groups of reactions, the emotional meaning of which is reflected in each specific emoji. This demonstrates that using emoji allows you to replace words and expressions with emoticons without distorting the emotional component of the text.
