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37- Интерактивные доски предоставляют больше возможностей для взаимодействия и обсуждения в классе; стимулируют участие школьников в групповых дискуссиях, усиливая интерес к обсуждаемым проблемам, позволяет ученикам выполнять совместную работу, решать общую задачу, поставленную учителем.
- Интерактивные доски помогают учителю провести проверку знаний сразу всего класса, организовать грамотную обратную связь «ученик-учитель». Работа с интерактивной доской обеспечивает преемственность, полноту и согласованность подачи материала при изучении языковых аспектов и совершенствовании умений и навыков учащихся, а также в процессе формирования социокультурной компетенции для презентации страноведческого материала по географии, культуре, истории, традициям стран изучаемого языка [2.29].
На уроках английского языка интерактивная доска может применяться на различных этапах урока и при обучении различным видам речевой деятельности: во время фонетической и речевой зарядки, введения и отработки лексики и речевых моделей, активизации грамматического материала, обучению правописанию и восприятию иноязычной речи на слух.
Список литературы
1. Горюнова А., Семенова Т.В., Солоневичева М.Н. Информатика и информационно -коммуникационные технологии, 1997. № 1. С. 7-14.
2. Зенкина С.В. Организация профессиональной деятельности учителя в новой информационно-образовательной среде // С.В. Зенкина, О.П. Панкратова. Информатика и образование, 2009. № 5. С. 123-125.
3. Информатизация образования. Направления, средства, технологии: Пособие для системы повышения квалификации / Под ред. С.И. Маслова. М. : МЭИ, 2004. 868 с.
THE ROLE OF VOCABULARY IN DEVELOPING THE COMMUNICATIVE COMPETENCE OF LEANERS Ayupova D.I.
Ayupova Dilbar Ikramovna - Teacher, DEPARTMENT OF FOREIGN LANGUAGES THROUGH FACULTIES, PHILOLOGY FACULTY, GULISTANSTATE UNIVERSITY, GULISTAN, REPUBLIC OF UZBEKISTAN
Abstract: the article is about the role of vocabulary in developing communicative competence of learners of different levels in Uzbekistan. The author states that the lack of knowledge of the words makes it difficult for the student to communicate in a foreign language. Further the author puts forward some recommendations on how to manage learning in order to choose the best possible teaching learning. Keywords: vocabulary, communication, teacher, learners, new words, vocabulary.
It has long been known that vocabulary is one of the main components of a language and all language learners are aware that limitations in their vocabulary knowledge affect their communication skills. Communication breaks down when people do not know and do not use the right words and it stops when people lack the necessary words [1.92].
Taking into account the communicative power of vocabulary, language teachers make every endeavor to facilitate the learning process. In recent years, there has been a trend to shift the focus away from the teacher and make students be more responsible for their own learning. Attempts have been made to design more student-centered activities for intended lexical input. Furthermore although a teacher's explanations and examples may seem of
great help in vocabulary learning, they are unlikely to become a long-term part of the learner's vocabulary store, presenting words is only the of the iceberg. Vocabulary in effective when it entails active engagement in learning tasks. To ensure that learner get to know the new words, they will need plentiful opportunities to engage with the words and to put them to work in a variety of contexts. That is, the teacher's responsibility does not only lie in helping learners meet some new words, but also in making sure that those new words are learned stored, and recalled. In other words, the leaner need not only to learn a lot of words, but to remember them as well.
Therefore in promoting vocabulary learning, there is a need for an approach, in which all learners are required to make contributions. Most importantly, language students need the willingness to be active learners over a long period of time: otherwise, there will be a low chance of retaining vocabulary regardless of the quality of instruction. Moreover, in order to learn and remember new words, learners should take part in different task-based activities such as conversation making games, role-plays, narrative writing, or even speaking tasks which especially focus on helping learners develop and use words in different contexts by making the lessons enjoyable [2.89].
Language teachers' main concern, therefore, is to ensure that what is taught will be permanently retained in long tern memory. In fact, retrieving vocabulary is an effective way of learning. In other words, for acquisition to take place, language learners must work with a word or phrase many times (1). Despite the abundant number of methods and techniques proposed to help learners learn the new vocabulary items at instruction phase, less attention is paid to techniques which may help the retention of those items. Learners are usually left with a large number of items they are expected to recall after the initial instruction on definition and use of the words, most of which fade away by the passage of time. Although research has been carried out on vocabulary teaching methods for language learners, research pertaining to providing opportunities to use new vocabulary in authentic contexts is limited. Thus, to contribute to the thriving body of research in this field, this study sought to investigate activities which can help encourage the ab ove mentioned processes to occur and which can facilitate learning vocabulaiy. It aimed to examine the effect of narrative writing, games, role-play and other speaking activities on the vocabulary learning of elementary EFL students in order to find out which activity would be of more help in the vocabulary learning process (2).
Vocabulary learning is a memory task, but it also involves creative and personalized use, that is, learning and using. S. Brumfit, K. Johnson argues that meeting a word in a number of different environents will help learners grasp its full meaning. Moreover, it will help the learner realize what part of speech the word is, that is, it it is a noun or a verb, etc. He further highlights the importance of progressive fashion that goes beyond rote memorization in vocabulary learning. Students need to practice regularly what they have learnt: otherwise, the material will fade away .an item. As H.G. Widdowson has demonstrated, at the beginning, an explicit approach which focuses directly on establishing the form-meaning link can be most effective, while later, the exposure
Approach can be most beneficial in enhancing contextual knowledge .H.G. Widdowson wrote "The traditional approach to teaching the transmission model promotes neither the interaction between prior and new knowledge nor the conversation that are necessary for internalization and deep understanding. The information if acquired at all is usually not well integrated with other knowledge held by the students".
S. Brumfit, K. Johnson explain that good word instruction takes place in classrooms where lessons pay special attention to specific words and word-learning strategies, where learners are provided with ample opportunities to talk about words, and there are many occasions for applying the taught material into content-rich texts with motivating purposes. For this means the researchers of die present study opted for your different activities namely game, role-play, narrative writing and speaking task.
The importance of writing good quality narrative has long been recognized in the field of education. H.G. Widdowson points out that writing in context is a tool for general second language improvement provided that pays special attention to vocabulary use. Furthermore, students begin to consider the relevancy of learning language in relation to the amount of enjoyment and interest they receive through narrative writing. Previous studies have assessed effects of writing target words in sentences or compositions. Several studies have drawn the conclusion that using new words to write a composition results in better word learning compared to reading a text for comprehension, regardless of whether new words are glossed or looked up. Ye.L. Passov found that learners writing compositions remembered a set of target words better than those who saw the words in a reading comprehension task, and learners who supplied missing target words in gaps in the reading text remembered more of those words than learners who read marginal glosses. In both comparisons, the "better learning" case had higher involvement according to Ye.L. Passov's scheme. The results of the study carried out by
As for grammatical point of view the absence of correspondence can be seen in the form of number in Uzbek as "yosh" in singular, where "tears" and "слёзы" are in plural. Eng. "The chill, bare streets seemed mockery of his state" (p. 34 L). In this chapter Hurstwood plays poker whole night and goes out from poker room in the morning. Having lost a lot of money he feels very bad. It seems to him that everybody, even streets are laughing at him.
Rus. "Пустые, холодные улицы, казалось, издевались над ним" (р. 401). Uz. "Кимсасиз, совуц кучалар уни масхара цилаётгандай туюларди" (р. 375). Streets mock his state - metaphor. In all languages personification is used.
To enhance the communicative affect of his message the author of the source text may make use of various stylistic devices, such as metaphors, similes, puns and so on. Coming across a stylistic device the translator has to make up his mind whether it should be preserved in his translation or left out and compensated for at some other place.
Many metaphors and similes are conventional figures of speech regularly used by the members of the language community. Such figurative units may be regarded as idioms and translated in a similar way. As in the case of idioms their Russian equivalents may be based on the same image or on a different one. Similarly, some of the English standard metaphors and similes are rendered into Russian word for word, while the meaning of others can only be explained in a non-figurative way.
References
1. Кухаренко B.A. Seminars in Style. М., 1971.
2. BabakhanovaL.T. Interpretation of literary text. Tashkent. "Ukituvchi", 1990.
3. Galperin I.R. "Stylistics". M., 1977.
4. Oxford Advanced Learner's Dictionary of Current English, Seventh edition. Oxford University press, 2005.
