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67Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-187-190
THE IMPORTANCE OF VOCABULARY IN LEARNING ENGLISH
LANGUAGE
Jasmina Kamol kizi Egamova Noila Rasul kizi Sharofova
Students of Chirchik State Pedagogical University
ABSTRACT
In a word, vocabulary is significant since it is the foundation of all communication. It's the basic materials with which we may communicate our thoughts and ideas, share information, comprehend others, and strengthen personal bonds. Simply put, the greater your vocabulary, the easier it will be to improve your language skills. For starters, this knowledge will allow you to access a wider range of learning materials designed for both native and non-native speakers. Vocabulary task should be restructured as necessary. Vocabulary learning should entail active engagement in learning tasks.
Keywords: skill, method, terminology, ELS, idioms, collacations, analysis.
АННОТАЦИЯ
Одним словом, словарный запас важен, поскольку он является основой любого общения. Это основные материалы, с помощью которых мы можем передавать свои мысли и идеи, обмениваться информацией, понимать других и укреплять личные связи. Проще говоря, чем больше ваш словарный запас, тем легче будет улучшить свои языковые навыки. Во-первых, эти знания позволят вам получить доступ к более широкому спектру учебных материалов, предназначенных как для носителей языка, так и для тех, для кого он не является родным. Словарные задания должны быть реструктурированы по мере необходимости. Изучение словарного запаса должно подразумевать активное участие в учебных задачах.
Ключевые словa: Квалификация, метод, терминология, ELS, крылатые выражения, словосочетания, анализ.
INTRODUCTION
Vocabulary instruction is an essential component of every English language training. Many educators are concerned about how they should teach language. New
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-187-190
words must be introduced in a way that captures the pupils' attention and helps them remember them.
In order to advance in their language learning, students must be aware of ways for memorizing huge amounts of new vocabulary. Learning English vocabulary is frequently viewed as a time-consuming process of memorizing lists of unrelated terms. There are, however, many more effective and engaging ways to learn and teach vocabulary in an EFL classroom.
Memorization of new words
If English vocabulary is taught in an uninteresting manner, such as drilling, simple repetition, or memorizing lists, the terms are likely to be lost. Teachers must teach vocabulary in such a way that students remember the words.
For lesson and activity ideas, check the Teaching Method for Practice, Presentation, and Production and the Lesson Plan Suggestions. Our website on task-based learning also has some helpful hints for contextualizing language and making it feel relevant and natural. Active and passive vocabulary are taught together. It's vital to remember that learners require both active and passive vocabulary knowledge when thinking about how to teach vocabulary.
That is, students' vocabulary should be made up of English words that they will be expected to use in original phrases, as well as those that they will only need to recognize when they hear or see them written down by others. The challenge of understanding another speaker necessitates the listener having passive vocabulary, or adequate knowledge of words used by others to comprehend their meaning. This is referred to as receptive English knowledge. In terms of their own inventiveness, teaching active vocabulary is crucial for advanced students. This is due to the fact that kids require active vocabulary to construct their own sentences.
Active vocabulary is a collection of words that a learner can comprehend and utilize in order to express themselves. This is what it means to have "productive" English knowledge. Vocabulary instruction for a class of students.
VOCABULARY INSTRUCTIONAL METHODS
Word connection with word cards for vocabulary instruction, teachers can utilize basic flashcards or word cards. On one side of the card, the teacher writes the English language term, and on the other, a sentence comprising the word, its definition, synonyms, and pronunciation. Word cards can help you remember things. This is also a handy way for students to carry their new vocabulary around with them
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-187-190
to look at whenever they have the opportunity.
The word association technique is another effective way to teach vocabulary. Individually stored words are more difficult to remember because they lack context. The word association technique is another successful method of teaching vocabulary. Because words are not preserved in context, they are more difficult to remember. However, words are more easily absorbed when they are retained together in widely used phrases and sentences. This method of associating words with collocational companion aids pupils in connecting related terms.
Column that match
After the new vocabulary has been introduced, having students match new terms from one column with definitions from another column is a good technique to see if they have grasped the meanings of the new vocabulary. Before moving on to new terminology, it's critical to assess your comprehension. The definitions in column two are messed up and lettered, while the new words are numbered in column one.
Idioms
Teachers should use idioms in their vocabulary classes in addition to chunks of language and fixed phrases and expressions. Idioms are common language elements that are an integral part of sophisticated language use and a crucial step toward fluency. Grammatical collocations occur when a noun, verb, or adjective appears (typically) next to a preposition. For instance, 'on purpose,' 'by accident,' and 'just in case.'
Lexical collocations are made up of lexical components like as nouns, adjectives, adverbs, and verbs that are combined. Dripping tap, hopelessly addicted, cook dinner, happy birthday, and huge expectations are examples of lexical collocations. Dictionary use, morphemic analysis, and contextual analysis are all word-learning methodologies. Cognate awareness is also a useful tool for ELLs whose language shares cognates with English. The usage of dictionaries teaches students about many word meanings as well as the need to select the best term for the situation. The act of obtaining a word's meaning by studying its meaningful pieces, or morphemes, is known as morphemic analysis. Root words, prefixes, and suffixes are examples of such word pieces. Contextual analysis is the process of inferring the meaning of an unfamiliar word from the context in which it appears. Contextual analysis instruction usually includes teaching students how to use both generic and specialized sorts of context cues.
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-187-190
CONCLUSION
Vocabulary is plainly crucial for language learning because it underpins all other language skills, can serve as a stepping stone to higher levels of language usage, and can assist students in achieving fluency more quickly. This isn't the complete tale, though. We'll discuss a variety of other elements that influence linguistic aptitude in future posts. With this in mind, it is critical for both the ESL teacher and the student to devote significant time to improving this fundamental language skill.
REFERENCES
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2. Baumann, J. F., & Kame'ennui, E. (2004). Vocabulary instruction: Research to practice. New York, NY: Guilford.
3. Coyne, M., McCoach, D. B., & Kapp, S. (2007). Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disabilities Quarterly, 30(2), 74-88.
4. Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 895-901, 948.
5. Ebbers, S. A., & Denton, C. A. (2008). A root awakening: Vocabulary instruction for older students with reading difficulties. Learning Disabilities Research & Practice, 23(2), 90-102.
