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259VOCABULARY AND ITS IMPORTANCE IN LANGUAGE
LEARNING
1 2 Yuldashev M.D. , Toshmatova N.A.
]Yuldashev Mehrozbek Dilshodb 'ek o 'g 'li - Student, TECHNOLOGICAL PROCESS, AUTOMATION AND MANAGEMENT IN PRODUCTION DEPARTMENT, POWER ENGINEERING FACULTY;
2Toshmatova Nazokat Akramovna - Teacher, TEACHING LANGUAGES DEPARTMENT, MANAGEMENT IN PRODUCTION FACULTY, FERGANA POLYTECHNIC INSTUTUTE, FERGANA, REPUBLIC OF UZBEKISTAN
Abstract: the article under discussion depicts the role of vocabulary in learning a foreign language, exactly the English language. The authors of the article discuss the main features of vocabulary acquisition and suggest several effective strategies in teaching vocabulary. Keywords: vocabulary, words, learners, language, practitioners, claim, teachers, enhance, mnemonic, analysis, acquire, recognize, research, view, importance.
Words are the building blocks in a language. By learning the lexical items, we start to develop knowledge of the target language. Based on our experience of being a language learner, we seem to have no hesitation in recognizing the importance of vocabulary in L2 learning. Meara points out that language learners admit that they encounter considerable difficulty with vocabulary even when they upgrade from an initial stage of acquiring a second language to a much more advanced level. Language practitioners also have reached a high degree of consensus regarding the importance of vocabulary [1, p.p. 221-246]. The findings in Macaro's survey indicate that secondary language teachers view vocabulary as a topic they most need research to shed light on to enhance the teaching and learning in their classrooms. Therefore, it may be claimed that the role of vocabulary in L2 learning is immediately recognized and implications for teaching from substantial research are in great demand [2, p.p. 23-56].
Oxford and Scarcella propose a new research-based approach to vocabulary teaching after examining relevant research concerning student motivation and need, the complexity of knowing a word, as well as factors that affect L2 vocabulary acquisition. Compared with traditional approaches, in which vocabulary is often taught unsystematically in class and teachers tend to leave their students to learn vocabulary on their own without much instruction or guidance, teachers following this new research-based approach focus on words students are expected to meet frequently, and present words systematically based on a careful consideration of needs analysis. Vocabulary instruction is personalized according to learners' different learning needs, goals, and styles. Since most vocabulary learning takes place outside of the language classroom, learners are also trained to raise their awareness of the knowledge involved in knowing a lexical item and the process of learning a new word. Substantial emphasis on vocabulary learning strategies helps students become independent language learners inside and outside class. Among the numerous vocabulary learning strategies, guessing from context is held to be the most useful one [3, p.p. 231-243].
The arguments mentioned above are mostly supported by Sokmen, commenting that the skill of guessing/inferring from context is a useful strategy in vocabulary learning and should be covered in a language classroom. Nevertheless, some potential problems arise if learners mainly acquire vocabulary in this way. For example, acquiring vocabulary through guessing in context is probably a rather slow process given the limited amount of time learners can afford in class. In addition, guessing from context does not necessarily help learners commit the guessed words into their long-term memory. For example, a study of intermediate level adult ESL students by Wesche and Paribakht shows that learners who read and complete accompanying vocabulary exercises perform better in word acquisition
than those who only do extensive reading. As a result, scholars come to call for a greater need of an explicit approach to vocabulary instruction, such as word unit analysis, mnemonic devices, etc. This means that translating a text word-for-word or memorizing lists of words will not necessarily help students to learn new vocabulary that they can use when they speak and write in English. Students need to develop strategies to guess the meaning of new words when they encounter them. You can help them do this by:
• showing similarities to words they already know
• using pictures to help your students guess the meaning of words
• miming
Guessing from context is probably one of the most useful skills learners can acquire and apply both inside and outside the classroom. What's more, it seems to be one that can be taught and implemented relatively easily. It is also one that we all already use - perhaps unconsciously -when reading and listening in our mother tongue. So it is probably less a case of learning a new skill than transferring an existing one. The problem for most learners when guessing the meaning of words in a second language is that they are less confident about their understanding of the context than they would be in their L1. They therefore tend to rely on the context less. For this reason, vocabulary 'guesswork' should be integrated as often as possible into text-based activities, such as reading or listening for comprehension, and will be most effective after a global or gist understanding of the text has been established.
Besides, the article depicts one of good strategies, which is dictionaries - as we have seen - can be used as a last resort when 'guessing from context' strategies fail. But they can also be used productively, both for generating text and as resources for vocabulary acquisition. Their usefulness depends on learners being able to access the information they contain both speedily and accurately. Training learners in effective dictionary use is particularly important since many learners may not be familiar with dictionary conventions, even in their own language. Such training also provides them with the means to continue vocabulary acquisition long after their course of formal study has been completed.
Like other vocabulary learning skills, the keeping of vocabulary notebooks is a skill that usually requires some classroom training. At the same time, as with any mnemonic system, it is probably best if learners develop their own preferred method of recording vocabulary. But some exposure to different systems might help raise their awareness of the options available. Ask learners regularly to compare and comment on their vocabulary notebooks. Elicit any useful tips. Set an example yourself, by planning board work in such a way that it is easy for learners to copy and organize their own vocabulary record. If possible, reserve one section of the board for new words. Mark word stress and any other problematic features of pronunciation, e.g. using phonemic script.
References
1. Meara P. Vocabulary acquisition: A neglected aspect of language learning. Language
Teaching and Linguistics: Abstracts, 1980. P.p. 221-246.
2. Macaro E. Teaching and Learning a Second Language. New York: Continuum, 2003.
P.p. 23-56.
3. OxfordR. and Scarcella R.C. Second language vocabulary learning among adults: state
of the art in vocabulary instruction. System. 22 (2), 1994. P.p. 231-243.
