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72THE ROLE OF VOCABULARY IN LEARNING A FOREIGN LANGUAGE Mirzarakhimova M.N.
Mirzarakhimova Mukhlisa Nabiyevna - Student, POWER ENGINEERING FACULTY, FERGANA POLYTECHNIC INSTUTUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the importance of vocabulary in learning a foreign language, exactly the English language. The author of the article suggests several techniques to improve vocabulary acquisition.
Keywords: vocabulary, communication, skills, verbally, learning, comprehend, essential, technique, improve.
Communication is the basis of human talk. People communicate verbally, in written forms or using body language. Comprehending a partner's speech is a crucial element of communication. Dialogues are the examples of a comprehended communication. If one part misses the overall idea of the context, it spoils smooth conversation and causes misunderstanding. Being able to listen and understand someone's speech is important in language learning. Because the learners use different ways of communication during and beyond the class. Having a good vocabulary is the essential part of communication. As, learners listen each other and they comprehend differently. A receiver with good vocabulary basis, can understand 80-100% of the information carried by a speaker. Thus, a student who has basic, essential vocabulary skill can understand a teacher and his/her groupmates during EFL classes.
Therefore, many scientists and methodologists are seeking and developing the ways to teach English vocabulary effectively. Perhaps the greatest opportunity that teachers can give students for succeeding, not only in their education but rich vocabulary and the skills for using those words in life. One cannot learn the language without vocabulary; learning vocabulary is regarded as the most important part of language learning and it is the only
tool that can show how well the person knows the language whether in speaking or writing. As Brown noted, "learners carry around dictionaries and not grammar books."[1, p.p. 115-156] Furthermore, Chall wrote that "...while without grammar very little can be conveyed, without vocabulary nothing can be conveyed." That is, without grammar, children can try to communicate with others and to express their opinions, but without vocabulary, they cannot say anything [2, p.p.56-89]. Learning a foreign vocabulary is very challenging process for young learners as language is very difficult to put into words. Children learning a foreign language need very concrete vocabulary that connects with objects they can handle or see. This is because learners need to use concrete words to socialize with their peers. This does not only happen in their first language, but although in English. Therefore, it is necessary that learners learn an inclusive range of vocabulary to communicate with others in context.
There are several general principles for effective vocabulary teaching in intermediate classes, which are useable for any method. Teaching vocabulary for intermediate is not an easy task, because students need more attention that their enthusiasm in learning. Chall suggests that there are some principles of helping the students to learn vocabulary:
1. Teachers can model how to use techniques and draw learner's attention explicitly to aspects of technique use. For example, teachers can show how to find clues to the meaning of a new word in a picture or in other words in the same sentence.
2. Teachers can teach the sub-skills needed to make use of techniques. For example: to use dictionary efficiently requires knowledge of alphabetical order and lots of practice with it.
3. Classroom tasks can include structured opportunities for using techniques. For example: when reading a story, teachers can explicitly encourage prediction of the meanings of new words.
4. Independent technique use can be rehearsed in classrooms. For example, children can be helped to prepare lists of words that they want to learn from a lesson, can be shown ways of learning from lists and later can be put in pairs to test each other.
5. intermediate level can be helped to reflect on the learning process through evaluating their achievements. For example, at the end of a lesson they can be asked how many new words they have learnt, and which words they need to learn more about. Through regular self-evaluation, children can come to understand more about what they are learning and how [2, p.p. 56-89].
Based on the techniques above, the I can conclude that teaching vocabulary can be presented through many ways. The teachers can use different techniques based on the necessities and level of the learners. In addition, in the teaching of vocabulary teacher must have expertise using basic stages by vocabulary teaching techniques that can attract the attention of students to know the material well. Before using the techniques in teaching vocabulary teacher must first check techniques whether they are suitable to use or not , because by using a technique more suited to the material that will be presented, can improve learners' curiosity and enthusiasm in learning. Moreover, it is necessary to teach it to children in a way that enables them to learn the vocabulary they need to communicate with others.
References
1. Brown H. Douglas. Principles of language learning and teaching. New Jersey: Prentice hall, 2001. P.p. 115-156.
2. Chall J. Two vocabularies for reading: Recognition and meaning. NJ: Erlbaum, 1997. P.p. 56-89.
