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6Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-754-757
TYPES OF ACTIVITIES IN INTRODUCING NEW LEXIS
Aziza Vokhid qizi Pirmatova
Teacher, Tourism faculty of Tashkent region Chirchik State Pedagogical Institute,
E-mail: pirmatovaaziza296@gmail.com
ABSTRACT
We would like first to define what vocabulary is and what kind of types it has. Then present vocabulary techniques to teach new lexis in EFL classes and examine them so as to shed the light effectiveness of their use.
Keywords: vocabulary, technique, lexis, EFL, activities.
INTRODUCTION
The word of vocabulary mainly refers to single words (e.g. book, beautiful, play) and meanings. However, lexis is more than that it refers to our "internal database" of words and includes other layers of lexical knowledge. When vocabulary is just related to words, lexis relates to not only words but also elements both above and below the word level, smaller elements such as particles (on in the phrasal verb keep on) including bound morphemes (in as in incomplete) in addition to larger elements such as ready-made expressions (make a mistake, slip one's mind). Moreover, lexis also includes linguistic units which incline to appear partially-fixed combination of words such as collocations (blond hair, leave home, early riser) that we can retrieve and use very often without the need of constructing new phrases and sentences word by word.
METHODS
An effective lesson model is based on three P's which are presentation, practice and production. Each process reflects on the level of proficiency of learners, demands and complexity in understanding. The second stage, practice, is significant since in this stage students acquire to try the covered materials and teacher checks learners' comprehension on the topic.
To achieve successful results there are several examples of activities to facilitate the procedure of practicing.
RESULTS
> Quick bingo
In this exercise teacher writes a couple of words he/she wants in random order.
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-754-757
Then T asks students that each of them should write five of the words written on the board. Afterwards, T calls out the words one by one (either definitions, or translations into native language or hints) and the task of students is to cross the words have been announced. Who first crosses all the words chosen on his/her notebook will be the winner.
> Recall & share
In this task T writes several words he/she plans to review and requires students memorize them without noting down. Then T erases or hides the words. Students try to write as many words as they recall, then shares with pair and the partner checks the spelling of the words. At the end T shows the correct answer once more.
> Make a mini context
This activity can be done either oral or written form. T writes a few words on the board and asks pupils to use some of them to create a mini text.
> Odd one out
This activity mainly devoted for comprehension check as the meaning plays great role to do this task. T provides students with either flashcards or the words written on the board. In this task there should be at least four words provided in each line. Three of them belong to one group except one. And students' task is to find the odd one.
> Dictations
This activity can be implied in several variations. One way would be just dictating the words in target language. Another way might be dictating L1 translation and students are required to write the words in target language.
> Classroom spelling bee
T asks all students to stand at their desks. Each student is required to spell the word provided by the teacher in his/her turn. Who misspells takes his/her seat. The game will continue until the last person is left.
> Pictionary
One student comes to the board and he/she is considered as an artist and draws a picture on the board. This activity may be implied for the whole class or small groups. Other students or other members of the team are to find out the painted picture. The student at the board is not allowed to use the words in the picture, only can answer yes or no to the questions of the other students. If it is hard to guess the word drawn the student may give hints.
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454
Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-754-757
DISCUSSION
Experts put several questions before them on the topic how students store vocabulary into memory. And they come to conclusion that learners are able to remember new lexical items when they link words with the words they already are aware, visualize the picture of them, act them out or create their own definitions.
From above investigation one can infer that students remember the words longer when they acquire vocabulary on the basis of the words they have already experienced or have encountered earlier. Besides, learners retain more information in their memory when vocabulary is set out neatly. To be clearer, when they note down the new words, they should organize them appropriately so that they can notice them easily, remember quickly. Moreover, if the words have been acknowledged through visual, auditory, physical, or emotional sensors the vocabulary items will be remembered longer. On top of this, is students are provided with the opportunities of exploring the words into variety of contexts, they can recall them easily.
CONCLUSION
In the era of fast changes in almost every sphere of life we cannot imagine the education system without ICT tools or innovative methods of teaching. Vocabulary, especially, is inseparable aspect of language acquisition. Thus, organizing lessons to present new lexis is quite significant concern of any teacher. To provide vocabulary lessons colorfully and lively teacher needs to blend several techniques to achieve a successful lesson. And this research paper intends to aid at least a bit for this effective lesson organization. There are numerous techniques to introduce lexical items and in accordance with there are ample of activities to accompany by the techniques to reach the main objectives of the lesson as well as to feed the eagerness of students towards new vocabulary not only making them to memorize a list of words.
REFERENCES
1. A practical guide for teaching vocabulary (updated August 2018) Prof. P. Ur, Dr. O. Haim, Dr. M. Kluska, Dr. Sh. Plavin, J. Shlayer, Dr. J. Steiner, Dr. L. Timna
2. Caro K. (March 2017). Lexis, Lexical Competence and Lexical Knowledge: A Review. Journal of Language Teaching and Research, Vol. 8, No. 2, pp. 205-213, DOI: http://dx.doi.org/10.17507/jltr.0802.01
3. Pirmatova, A. Effective Use of Warmers/Lead-In Tasks. Ta'lim tizimida uzluksiz kasbiy rivojlanish jarayonining ijtimoiy va pedagogik-psixologik asoslari/ Maqolalar to'plami. - Toshkent, 2022. 380-383
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 5 | May, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-5-754-757
4. Aziza Vokhid Qizi Pirmatova. "COMPUTER-AIDED INSTRUCTION IN VOCABULARY TEACHING FOR SECONDARY SCHOOL LEARNERS" Academic research in educational sciences, vol. 2, no. CSPI conference 2, 2021, pp. 226-229.
