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THE OVERVIEW ON TEACHING VOCABULARY Budikova M.H.1, Mamatova N.A.2
1Budikova Marguba Hoshimovna - Teacher;
2Mamatova Nilufar Abduhoshimovna - Senior Teacher, DEPARTMENT OF LANGUAGES, PEDAGOGY AND PSYCHOLOGY, ANDIJAN STATE MEDICAL INSTITUTE, ANDIJAN, REPUBLIC OF UZBEKISTAN
Abstract: what is more important in the study of language - phonetics, grammar or vocabulary? This issue was repeatedly the object of disputes between linguists and methodologists. Their opinions are still different. They argue that the main thing is the sound content of speech, others attach special importance to its grammatical and structural design, but most of them acknowledge the full priority for the vocabulary. The final selection of vocabulary for a non-linguistic high school has not yet been made, either for the course as a whole or for its individual stages. Keywords: language - phonetics, vocabulary, effective.
While communicating with foreigners grammatical errors do not lead to misunderstanding, most often there are not enough words that correspond to a certain situation.
Relevance of the topic. The issue of teaching vocabulary at any level is very complex. It includes the selection of lexical material for various learning levels, the selection of active and passive vocabulary, the development of the most effective ways of introducing vocabulary, ways of its reinforcement and control, the system of exercises, etc[1]. These tasks are undoubtedly relevant for a non-linguistic institutions as well.
The final selection of vocabulary for a non-linguistic high school has not yet been made, either for the course as a whole or for its individual stages. The lexical minimum in high schools is most often determined by those texts that students work through in the classroom and outside it. However, attempts to determine at least its volume have been done repeatedly, especially with regard to passive vocabulary[2,5]. For example, the authors of "Basic Principles of Teaching Foreign Languages" define it for 2500 to 3000 words for a non-linguistic university, and I.M. Berman is much more than 8,000-10,000.(I. M. Berman offers starting selection with clarifying of the school core, which is primarily necessary for further education in the university.) Out of 1400 units offered by the school curriculum, he includes only 700 to 800 words and phrases in the core[4].
Thematically, vocabulary in high school is divided into several stages:
1) every-day vocabulary; 2) social-political; 3) general scientific; 4) special.
In the majority of universities every-day and social-political vocabulary is taught in the first term of the first year, in the second term - general scientific and special vocabulary, in the 2nd year - special and social-political. Active vocabulary is included in all stages, but every-day and general scientific vocabulary should be revitalized specially. Passive vocabulary includes all stages, especially special vocabulary. The nature of active and passive lexical material depends on the form of its organization and purpose[3].
In the textbook for a non-linguistic high school, the following forms of lexical organization of the educational material can be distinguished:
1) lexical exercises to the text; 2) text (dialogue, monologue for oral utterance, monologic texts in the form of excerpts from newspapers, general scientific and specialized literature for reading or listening); 3) lexical exercises after the text.
And now let's make an overview on methods of teaching vocabulary.
In different methodical schools the vocabulary was assimilated in different ways.
Grammar-translation method. The words were learned before the text and then proceeded to read the text.
Textual-translation method. Words were learned in the text. The latter was original. Only the contextual meaning of the word was assimilated.
Direct method. Words are acquired by subject matter, without translation, with visual aids, linguistic conjecture, synonyms and antonyms.
Consciously-comparative method. Words are learned both in the context and without it. Translation is used as means of disclosing the meaning of a word. But other ways are also acceptable: linguistic conjecture, word formation, etc[2].
In teaching by these methods, the following types of control are used: 1) translation into the native language (a list of words before translation); 2) the context; 3) disclosure of meaning of the word without translation.
Let's ponder over the situation in non-linguistic universities. How often is the vocabulary introduced?
Vocabulary is learned in the process of reading texts. The problem of how it is more expedient to organize assimilation of vocabulary remains unsolved. Of course, it is impossible to come up with a methodology for working on each word. But analysis of dictionary shows that many words have similar features and difficulties for mastering, they need a single system[1,5].
Many methodologists are working on the creation of methodological typology of a word and have already done a lot. The scientifically grounded methodological typology of a word helps the teacher to identify the most effective ways of introducing, reinforcing and repeating a certain type of word. Means of activating vocabulary.
Now we'll briefly consider the ways to develop lexical skills, which is a quick learning action on the choice of lexical unit, its correct combination with other units of speech and its correspondence to the situation[3].
What means are necessary for the formation of lexical skills? The opinion of the methodologists is unanimous - numerous exercises. There are a lot of lexical exercises, but you need to choose those that help you to establish the connection between vocabulary and the situation.
When the lexical material is assimilated, the work is simultaneously carried out over the form, meaning and use of the word. In a non-linguistic institution lexical material is assimilated in two plans, i.e. receptively and reproductively.
As a result of numerous experiments it was proved that the time of introduction of vocabulary should not exceed 20 minutes. The rest part of the lesson should be used for various ways of reinforcement. The more multivarious ways of reinforcement of the educational material, the stronger its memorization[4,5].
References
1. Centra J.A. (1993). Reflective faculty evaluation: enhancing teaching and determining faculty effectiveness. San Francisco, Jossey-Bass.
2. Marsh C.J. (1997). Key concepts for understanding curriculum. London; Washington, Falmer Press.
3. Mazur E. (1997). Peer instruction: a user's manual. Upper Saddle River, N.J., Prentice Hall.
4. Schell J. (2013). "blog.peerinstruction.net Turn to your neighbour."
5. Wolff D. and D. Marsh (2007). Diverse contexts, converging goals: CLIL in Europe. Frankfurt, Peter Lang.
