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84for the gist and for main ideas; 6. Scan the text for specific information (names, dates, key words); 7. Use silent reading techniques for rapid processing; 8. Use marginal notes, outlines, charts or semantic maps for understanding and retaining information; 9. Distinguish between literal and implied meanings; 10. Capitalize on discourse markers to process relationships.
These strategies can help students to be easier in do reading. Students can practice to apply these strategies continuously until the reading comprehension is understood by the students. All principals should be taught to students well so the students can really understand and apply them to read easily so they can do reading test well.
References
1. Bernhardt B.C., Chen Z., He Y., Evans A. C., Bernasconi N. (2011). Graph-theoretical analysis reveals disrubted small-world organization of Cortical thickness correlation networks in temporal lobe epilepsy. Cereb. Cortex 21,2147-2157 10.1093/cercor/bhq291 p. 14
2. Brown H. Douglas (2004). Language assessment: Principles and classroom practices. NY.Pearson Education. P. 188-189
3. Harwood N. (2010). Materials in ELT: Theory and practice. Cambridge: Cambridge University Press.
4. Nunez A., & Tellez M. (2009). ELT materials: The key to fostering effective teaching and learning settings. PROFILE, 11(2), p.175.
5. Tomlinson B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143-179.
THE USAGE OF ICT IN VOCABULARY TEACHING Xojakulov Sh.
Xojakulov Shukurullo - Senior Teacher, DEPARTMENT OF THEORETICAL ASPECTS OF THE ENGLISH LANGUAGE, UZBEK STATE UNIVERSITY OF WORLD LANGUAGES, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: this article is devoted to the usage of ICT in vocabulary teaching. ICT is known to be the best source to any conventional classroom, especially when used properly and could be an asset to the foreign language to increase the vocabulary use in the classroom. Keywords: conventional methods, ICT, media, software.
One of the most important things in learning a language is vocabulary. Through vocabulary, people can express their thoughts and opinion about everything. That's why teaching vocabulary to the students is very significant.
Teachers sometimes are facing problems when dealing with teaching vocabulary. Part of the problem is when it concerns about what vocabulary should be taught and for what level. Although the syllabus include word list, but the list for one beginner syllabus must be different with other beginner syllabus at the different institution. Teacher sometimes doesn't know how to select the words to teach and how to teach them, especially for beginner level. A general principle in the past has been stated that it is easier to teach more concrete words for lower levels and gradually become more abstract. Words like 'book', 'pencil', 'chair', etc. Will be easier to explain because the things which the word represent are there in front of the students. However, when it's dealing with word such as 'kind' and 'honest' are not physically represented in the classroom and are too difficult to explain.
When we come across a word, then and try to understand its meaning we will have to look at the context in which it is used. In the past, students usually presented with reading text, text books or pictures when they studied vocabulary. However, since the development of information and computer technology (ICT), teaching and studying activities become more varied, especially when dealing with vocabulary.
As a media of education, ICT can provide much solution for teachers. As any teachers know, whenever a teacher presenting a new topic with a small or large number of new words, students are supposed to learn, understand and memorize those words [1]. However, many teachers also realized that there is only small chance to make students learn all the necessary, at best, they will learn them by heart mechanically, parrot them back at us and write some test and then probably forget the new vocabulary. To activate the new vocabulary and to use the new words in the context, the teachers need some new techniques which will be able to interact and satisfy the students who live in the era of ICT now. That's way the meaning of ICT tools become more important. It's a valuable tool to improve teaching and learning vocabulary, not only for students but also for teachers. Teaching vocabulary also means not only just presenting new words but also other issues, too. For example, students see a lot of words in the course of a week. Some of them are used straight away, other are not.
There are two approaches to learn vocabulary. They are implicit learning paradigm and explicit learning paradigm. In implicit learning paradigm, words can be developing in normal way by repeated experience in many different kinds of language contexts with reading as the main source of input [2]. It can also be means as the process of acquiring vocabulary and grammar through meaning focused communicative activities such as reading and listening. While in explicit learning paradigm, contexts is the main source for acquiring vocabulary, besides learners also need extra help to build up enough vocabulary and develop the strategies to manage with the vast reading context.
As one of the tool in teaching vocabulary, ICT has some significant benefits. It has the capability to control presentation, increase variety and creativity, provide feedback on learning activity, and it can also adapt easily with any materials.
When presenting a new word, students should be given interesting materials to attract attention. Unlike books and dictionaries which have fixed presentation, computer can combine visual with listening materials, texts with graphics and pictures even movies. For the lower level learners, these learning activities are interesting and challenging. Instead of reading and memorizing, students can directly involve into the activity. Through watching videos, students are introduced with many new vocabularies in a fun way. So students will be easily remembering it.
ICT also increase variety and creativity in presenting new words. With ICT, teachers can use different materials for each lesson. Unlike teaching with text books where all classes presenting a certain topic are the same. Computers also can provide a fast feedback to students' answer through error correction [1]. It is not only spots mistake but also corrects it, sometimes even giving the appropriate advice.
However, not all software for vocabulary development has a multimedia component, and a good example is concordance software, which triggers good results, since it allows for the examination of lexical, syntactic, and semantic patterns in various reading passages and contexts. This type of computer program can be a valuable instructional tool to raises students' awareness of the various types of lexical items in authentic contexts and provides non-threatening classroom experiences giving students opportunities to improve reading and vocabulary.
References
1. DeCarrico J.S. Vocabulary learning and teaching. Teaching English as a second or foreign language. Boston: Heinle and Heinle, 2001.
2. Wood V.G. Teaching Vocabulary. London: McMillan Publishers, 1986.
