THE IMPORTANCE OF VOCABULARY IN LANGUAGELEARNING AND HOW TO BE TAUGHT

Azima Qochqar Qizi Tolaganova; Malika Muratovna Panabayeva

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

THE IMPORTANCE OF VOCABULARY IN LANGUAGELEARNING AND

HOW TO BE TAUGHT

Azima Qo'chqar qizi To'laganova Malika Muratovna Panabayeva

students of Chirchik State Pedagogical University

ABSTRACT

Learning vocabulary is an integral part of learning a foreign language, as the meanings of new words are very often emphasized, whether in books or in classes. It also plays a central role in language learning. and is of paramount importance to the language learner. Recent research suggests that teaching vocabulary can be problematic because many teachers are unsure of best practices in vocabulary and sometimes don't know where to start to form a teaching focus on word learning (Bern and Blachowicz, 2008) In this article I summarize important research on vocabulary impotence and explain many of the techniques used by English teachers in teaching English, as well as my personal perspective on these issues.

Keyword: vocabulary, method, demonstrateddaily, central factor, mother-in-law, grammar

АННОТАЦИЯ

Изучение словарного запаса является неотъемлемой частью изучения иностранного языка, поскольку значения новых слов очень часто подчеркиваются, будь то в книгах или в классах. Это также играет центральную роль в обучении языку. и имеет первостепенное значение для изучающего язык. Недавние исследования показывают, что преподавание словарный запас может быть проблематичным, потому что многие учителя не уверены в передовой практике в словарный запас и иногда не знаю, с чего начать формировать учебный акцент на изучение слов (Берн и Блахович, 2008 г.) В этой статье я обобщаю важные исследования бессилия словарного запаса и объясняю многие приемы, используемые учителями английского языка при обучении английскому языку, а также мой личный взгляд на эти проблемы.

Ключевые слова: лексика, метод, демонстрация, центральный фактор, теща, грамматика.

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

INTRODUCTION

Introduction Vocabulary, as one of the areas of knowledge in the language, plays an important role for students in language acquisition. Expanding students' vocabulary is an important aspect of their language development. Although neglected for a long time, researchers are increasingly turned their attention to vocabulary, for example. Carter & McCarthy Nation, Arno & Bejo.

Vocabulary knowledge is often seen as an important tool for second language learners. because the limited vocabulary in the second language prevents successful communication. Emphasizing the importance of vocabulary acquisition, Schmitt emphasizes that "lexical knowledge is central to communicative competence and to second language acquisition" further describes the relationship between vocabulary knowledge and complementary language use: vocabulary knowledge enables language use and, conversely, language use leads to increased vocabulary. The importance of vocabulary is demonstrated daily in and out of school. In the classroom, high achievers have the most adequate vocabulary. Researchers such as Laufer and Nation , Maximo, Read, Marion, Nation and others have realized that vocabulary acquisition is essential for successful the use of a second language and plays an important role in the formation of complete oral and written texts. In English as a Second Language (ESL) and English as a Foreign Language (EFL), vocabulary learning plays a vital role in all language skills (i.e. listening, speaking, reading and writing. Rivers and Nunan further argue that the acquisition of an adequate vocabulary is necessary for the successful use of a second language, because without an extensive vocabulary we will not be able to use the structures and functions that we may have learned to understand communication.

On the other hand, vocabulary was recognized as the greatest achievement of L2 students.Source of problems. This remark probably reflects the fact that open The completeness of the vocabulary system is perceived by students as the cause of difficulties. Another possible reason is that, unlike syntax and phonology, vocabulary does not have rules that learners can follow to acquire and develop their knowledge. In other words, this is not clarity in L2 vocabulary, learning which rules apply or which vocabulary items to learn the first. Oxford also states that vocabulary is "by far the largest and most an uncontrollable component in the study of any language, whether it be a foreign or one's own mother tongue because of tens of thousands of different meanings." Despite these difficulties that language learners encounter in their L2 vocabulary, they still have to deal with it in their exams, since "vocabulary

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

has traditionally been one of the language components evaluated in language tests". In addition, many students see the second language acquisition (SLA) as a matter of learning vocabulary and therefore they spending a lot of time memorizing L2 word lists and relying on their bilingualism dictionary as the main communicative resource. As a result, teachers of foreign languages and applied linguists now generally recognize the importance of learning vocabulary and study ways to promote more effectively. Some of these studies take the form of research strategies that learners use specifically for vocabulary (VLS), which is our focus.

Vocabulary Teaching Recent research suggests that vocabulary teaching can be problematic because many teachers are unsure of best practice in vocabulary teaching and sometimes don't know where to begin to build a learning focus on word learning (Bernsky and Blachowicz, 2008). Learning words is an important aspect in learning a language as a language. are word-based (Thornbury, 2002). It is almost impossible to learn a language without the word; even communication between people is based on words. Both teachers and students agree that vocabulary acquisition is a central factor in language learning. (Walters, 2004). Learning vocabulary is one of the most talked about parts of learning. English as a foreign language. When there is a process of teaching and learning, Teachers will have problems. They have problems with how to teach students in order to get satisfactory results. The teacher should prepare and figure out the appropriate methods to be implemented for the students. A good teacher should prepare himself with different and modern methods. Teachers must be able to absorb material in order to be understood by students and to arouse their interest and happy in the process of teaching and learning in the classroom. Teachers should be concerned that teaching vocabulary is something new and different. from the student's native language. They should also take into account that teaching English to younger students is different from adults. Teachers should know the characteristics of his/her students. In addition, they need to prepare good techniques and suitable material in order to achieve the goal of language learning.

1. Definition of vocabulary

Vocabulary can be defined as "the words we need to know in order to communicate effectively; words in speaking (expressive vocabulary) and listening words (receptive vocabulary). Hornby defines vocabulary as "the total number of words in a language; vocabulary is a list of words with their meanings. Bye states: "Vocabulary can be roughly defined as the words we teach in a foreign language". However, a new vocabulary item may consist of more than just one word: for

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

example, mail and mother-in-law, which consist of two or three words, but express one thought. A useful convention is to cover all such cases by talking about vocabulary "things", not "words". In addition, Burns defines vocabulary as a set of words that is used by a person, class, or profession. According to Zimmerman quoted in Coady and Huckin : "Vocabulary is central to the language and is critical to typical language learning. Also, Diamond and Gutlon in states that vocabulary is knowledge of words and words, values." From the above definitions, we can conclude that vocabulary is the total number of words which are necessary to convey ideas and express the meaning of the speakers. The reason why it is important to learn vocabulary.

Vocabulary Mastery

To understand a language, the student must master the vocabulary. Vocabulary is essential for expressing your ideas and understanding others. people's statements. According to Webster (1992), skill refers to (1) a. authority master: dominion, b. victory in a contest or contest; dominance, dominance and (2) a. possession or demonstration of great skill or technique, b. the skill or knowledge that makes a person a master of thematic commentary. Whereas Hornby (1995) defines mastery as complete knowledge or complete skill. Based on this definition, mastery means complete knowledge or great skill that makes someone a master in a particular subject. The specificity of any person's vocabulary depends on the person and their motivation, desires and need for words (Hatch and Brown, 1995). Vocabulary proficiency refers to a great ability to process the words of a language. It is individual achievement and possession. For this reason, the responsibility for expanding knowledge lies with the individual himself. Success in expanding vocabulary acquisition requires self-motivation and interest in the words of the language. From the above definition, it can be concluded that vocabulary acquisition is a person's great skill in using the words of a language, which is acquired based on their own interests, needs, and motivations. Vocabulary mastery plays an important role in four language skills, and it should be taken into account that vocabulary mastery is one of the necessary components of the language.

VOCABULARY TEACHING METHODS

This section reports on the results of research aimed at studying the methods used English teacher in the representation of the meaning and form of vocabulary. As a rule, there are several methods for teaching vocabulary. However, there a few

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

things that most English teachers should keep in mind if they want to introduce a new vocabulary or lexical items to their students. This means that English teachers want students memorize new vocabulary. It then needs to be learned, practiced and repeated to prevent students from forgetting. The methods used by teachers depend on some factors such as as content, time availability and value for students. It does there are some reasons for teachers to use certain techniques when presenting vocabulary presenting one planning dictionary, the teacher usually combined more than one technique, instead of using one single technique. In addition, teachers are encouraged use planned vocabulary as varied as possible Here are some of the vocabulary learning methods outlined by Brewster, Ellis, and Girard.

Vocabulary Learning Strategies In addition to the methods above, there are also vocabulary learning strategies that teachers can consider. They can teach their students to use these strategies. Schmitt and McCarthy suggest the following strategies for learning vocabulary: guessing from context, using word parts and mnemonic devices to remember words, and using flash cards to remember foreign language-first language word pairs. It is supported by Murcia who also suggests three strategies for learning vocabulary. The first strategy is guessing the meaning from the context; she says the context is rich enough to give adequate clues to guess the word's meaning. The second strategy is mnemonic devices: it offers a method of keywords. Seeing or hearing the target word, the student remembers the keyword. The third strategy is vocabulary notebooks; she offers memory assistance in self-study by creating vocabulary notebooks. Based on the methods used to introduce new vocabulary and learn vocabulary. strategies, experts offer many more methods that are said to be helpful for students to learn vocabulary in an easier way. What the researcher thinks is the best way to learn vocabulary through learning in rich contexts. According to Stahl learners will likely need to see a word more than once in order to secure it in their long-term memory. This does not mean more repetition or drilling of the word, but seeing the word in different and multiple contexts. Finally, teachers may encourage students to keep a vocabulary book because it is very helpful. Ultimately, the growth of vocabulary depends on the student. They may have students that Successful Language Learners share their notebook techniques. For students who need help, they can demonstrate how to correctly and neatly arrange a vocabulary notebook. organized in such a way that it will facilitate multiple searches for words. If the notebook is not set up properly, then students are less likely to practice the words, which defeats the purpose of keeping thenotebook in the first

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

place. Moreover, when presenting one planned vocabulary, the teacher usually combines more than one technique, instead of using one single technique. Teachers are encouraged to use as varied presentations of planned vocabulary as possible.

CONCLUSION

This part of the work aims to highlight the importance of learning vocabulary as a necessary participation in the study of a foreign language. Despite being neglected for many decades, In the 1980s, it became a "hot" topic for researchers. Lexical knowledge is central to communicative competence and to second/foreign language acquisition and lack of vocabulary knowledge is an obstacle to learning. An attempt is made to consider trends in the field of teaching vocabulary through various techniques that ESL/EFL teachers use when teaching. Before presenting meaning or form vocabulary, teachers should pay attention to the type of vocabulary, the level of students and characteristics, as well as the value of methods for students. In other words, students age, level of education as well as English proficiency...etc can affect their learning so teachers should be aware of these differences when applying their teaching methods. In addition, they can provide their students with vocabulary learning strategies with features encounter words repeatedly and in more than one context.

REFERENCES

1. ALI A. ALSAAW, (I2013) To what extent guessing the meaning from the context, is helpful in teaching vocabulary. ARECLS, , Vol.10, 130-146.

2. Annisa, A., (2013) Techniques in presenting vocabulary to young EFL learners. Journal of English and Education, 1(1), 11-20

3. Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.

4. Coady, J., &Huckin, T. (Eds.).(1997). Second language vocabulary acquisition. Cambridge: Cambridge University Press.

5. Carter, R. (1987). Vocabulary: Applied linguistic perspectives. London: Allen and Unwin.

6. Carter, R., & McCarthy, M. (Eds.).(1988). Vocabulary and language teaching. London: Longman

7. Dubin, F. (1993).Predicting word meanings from contextual clues: Evidence from L1 readers.In Huckin, T.,Haynes, M., and Coady, J (Ed.), Second language reading

Central Asian Research Journal For Interdisciplinary Studies (CARJIS)

www.carjis.org DOI: 10.24412/2181-2454-2022-11-220-226

and vocabulary learning (pp. 181-202). Norwood, N.J.: Ablex.

8. Folse, K. (2004). Vocabulary Myths: Applying Second Language Research to ClassroomTeaching. Ann Arbor: The University of Michigan Press.

9. Gairns, R. & Redman, S. (1986). Working with words: A guide to teaching and learning vocabulary.USA: Cambridge University Press.

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