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0I INHOVATIVS ISSN 2I81-4SI
AOOtVY Impakl fakton 5.1
VOCABULARY INSTRUCTION IS A CRUCIAL COMPONENT OF LANGUAGE LEARNING. Sadullayeva Manzuna
Assistant teacher of Tashkent Institute of textile and light industry
ARTICLE INFO
ABSTRACT
Qabul qilindi: 05-April 2024 yil Ma'qullandi: 10- April 2024 yil Nashr qilindi: 15- April 2024 yil
KEY WORDS
Vocabulary, techniques, teaching vocabulary, English, perspective.
method, teaching
Vocabulary acquisition is a crucial component of learning a foreign language. For a language learner, vocabulary is of utmost importance and is regarded as the foundation of language instruction. Teaching vocabulary can be seen as troublesome since some teachers are unsure of the best practices to follow and occasionally are unsure of how to begin putting the focus of the lesson on vocabulary learning. This article discusses the value of using a structural approach when teaching vocabulary in English classes and how to teach vocabulary effectively.
INTRODUCTION: Words are gateway to knowledge that unlocks the doors of sublime ideas, theories and principles to the readers. The competency and grip on the lexical items of language plays an important role in learning of new concepts. States that vocabulary learning is one of the important aspect of language learning and language use. In fact, it is what makes the essence of a language. Without vocabulary, speakers cannot convey meaning and communicate with each other in a particular language. It is divided into two main categories: active and passive vocabulary. Passive vocabulary consist of those words that the students may recognize and understand when they occur in the context, but which he/she cannot produce or use correctly in different contexts. The active vocabulary consists of those words, which the student understands, recall at a will, write with correct spellings, can pronounce correctly, and use constructively in speaking and writing. As far as mastering a foreign language is concerned, none of the language properties is to be ignored. Among the language properties mentioned above, "vocabulary acquisition is central to language acquisition, whether the language is first, second, or foreign" (Decarrico, 2001, p. 285) Vocabulary instruction in the classroom plays a crucial role for all students including multilingual learners to achieve reading and language comprehension. Larger vocabulary size has been associated with better reading comprehension as well as better performance on tests including standardized test. Having a larger vocabulary also allows students to easily acquire new words. Vocabulary instruction fosters understanding of word sounds, spelling, morphology, syntax, and word meaning. Yet, evidence shows that vocabulary may not be effectively addressed to our students especially our Multilingual learners. Data shows a huge reading-achievement gap between English Language Learners and monolingual students.
Vocabulary instruction is a crucial tool in mitigating the reading gap in students and ultimately fostering reading comprehension and student success. If learners lack vocabulary knowledge, they soon discover that their ability to comprehend or express themselves clearly is limited1 (Decarrico, 2001; Nation, 2001).
Vocabulary learning: Vocabulary skill is often considered as a critical aspect of foreign language learners as limited vocabulary in a second language, impedes successful communication. Considering the importance of vocabulary acquisition, Schmitt (2000) emphasizes that lexical knowledge is central to communicative competence and to the acquisition of a second language2. It describes the correlation between vocabulary knowledge and language practice as complementary: The skill of vocabulary enables language use and conversely. Language use leads to an increase in vocabulary knowledge. The importance of vocabulary is demonstrated daily in and out of campuses. In classroom, the achieving students possess the most sufficient vocabulary. Learning vocabulary items plays a vital role in all language skills (eg. listening, speaking, reading, and writing. 3Alqahtani (2015), furthermore, argued that the acquisition of an adequate vocabulary is essential for successful foreign language use because without an extensive vocabulary, a language learner will be unable to use the structures and functions we may have learned for comprehensible communication. Some research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for readers to overcome. However, different studies revealed that lack of command on vocabulary frequently interfere with communication, and as a result become the cause of communication breakdown. It is viewed as a significant component of standardized language tests; and methodologists and program planners to the most effective ways to promote the command of vocabulary among learners are giving attention. The teachers teaching second language follow varieties of techniques and methods for teaching vocabulary. They include rote rehearsal, the use of visual aids, role-playing, vocabulary learning in a specific cultural context etc. Different techniques and methods are effective in different contexts and situations. It is, therefore essential to find out the effectiveness of different methodologies used for teaching of vocabulary and help the students and teachers to accelerate the learning process. The objectives were the followings:
1) To find out the comparative effectiveness of structural and definitional methods of vocabulary teaching at secondary level
2) To find out the effectiveness of structural and definitional methods of vocabulary teaching on the performance of high, average and low achievers
3) To find out the retention rate of high, average and low achievers taught with the structural and definitional methods of vocabulary teaching
To achieve the objectives of the study following null hypotheses were tested:
There is no significant difference between the mean scores of the students taught with the
structural and definitional method of vocabulary teaching
1 1 Decarrico, J. S. (2001). Vocabulary Learning and Teaching.Celce-Murcia, M. (ed.). Teaching English as a Second or Foreign Language, pp. 285-299. Boston: Heinle&Heinle.
2 Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press
3 Alqahtani, (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, III(3), pp. 21 - 34.
2) There is no significant difference between the mean scores of the high achievers taught with the structural and definitional method of vocabulary teaching.
3) There is no significant difference between the mean scores of the low achievers taught with the structural and definitional method of vocabulary teaching.
4) There is no significant difference between the mean scores of the average achievers taught with the structural and definitional method of vocabulary teaching.
The importance of learning vocabulary. Vocabulary knowledge is often viewed as a critical tool for second language learners because a limited vocabulary in a second language impedes successful communication. Underscoring the importance of vocabulary acquisition, Schmitt (2000) emphasizes that "lexical knowledge is central to communicative competence and to the acquisition of a second language" p. 55) Nation (2001) further describes the relationship between vocabulary knowledge and language use as complementary: knowledge of vocabulary enables language use and, conversely, language use leads to an increase in vocabulary knowledge. The importance of vocabulary is demonstrateddaily in and out the school. In classroom, the achieving students possess the most sufficient vocabulary. Researchers such asLaufer and Nation (1999), Maximo (2000), Read (2000), Gu (2003), Marion (2008) and Nation (2011) and others have realised that the acquisition of vocabulary is essential for successful second language use and plays an important role in the formation of complete spoken and written texts. In English as a second language (ESL) and English as a foreign language (EFL) learning vocabulary items plays a vital role in all language skills (i.e. listening, speaking, reading, and writing (Nation,2011).Rivers and Nunan (1991), furthermore, argue that the acquisition of an adequate vocabulary is essential for successful second language use because without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. Research has shown that second language readers rely heavily on vocabulary knowledge and the lack of that knowledge is the main and the largest obstacle for L2 readers to overcome (Huckin,1995). In production, when we have a meaning or concept that we wish to express, we need to have a store of words from which we can select to express this meaning or concept. ''When students travel, they don't carry grammar books, they carry dictionaries" (Krashen, as cited in Lewis, 1993, p25Many researchers argue that vocabulary is one of the most important-if not the most important- components in learning a foreign language, and foreign language curricula must reflect this. Wilkins (1972) states that: ''There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say ... While without grammar very little can be conveyed, without vocabulary nothing can be conveyed'' p97)
On the other hand, vocabulary has been acknowledged as L2 learners' greatest single source of problems (Meara, 1980). This remark may possibly reflect that the open-endedness' of a vocabulary system is perceived to be a cause of difficulty by learners. Another possible reason is that, unlike syntax and phonology, vocabulary does not have rules the learners may follow to acquire and develop their knowledge. In other words, it is not clear in L2 vocabulary learning what rules apply or which vocabulary items should be learned first. Oxford (1990)also claims that vocabulary is "by far the most sizeable and unmanageable component in the learning of any language, whether a foreign or one's mother tongue, because of tens of thousands of different meanings" Despite these difficulties that language learners face in L2
vocabulary, they still have to deal with it in their examinations as ''vocabulary has traditionally been one of the language components measured in language tests'' (Schmitt, 1999, 189). Furthermore, many learners see second language acquisition (SLA) as essentially a matter of learning vocabulary and therefore they spend a great deal of time on memorising lists of L2 words and rely on their bilingual dictionary as a basic communicative resource. As a result, language teachers and applied linguists now generally recognise the importance of vocabulary learning and are exploring ways of promoting it more effectively. Some of this research takes the form of investigation of strategies learners use specifically for vocabulary (VLS), which is our focus of attention.
Techniques of teaching vocabulary: Teaching vocabulary is a crucial aspect in learning a language as languages are based on words. It is almost impossible to learn a language without words; even communication between human beings is based on words. Recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching and at times do not know where to begin to form an instructional emphasis on word learning 4Berne &Blachowicz, 2008. Teaching vocabulary is considered as one of the most discussed parts of teaching English as a foreign language. When the teaching and learning process takes place, problems would appear to the teachers. They have problems of how to teach students in order to gain satisfying results. The teachers should be concerned that teaching vocabulary is something new and different from student's native language. The teacher should prepare and find out the appropriate techniques, which will be implemented to the students. The followings are some techniques of teaching vocabulary as proposed by some experts.
1. Teaching vocabulary using Objects
This technique can help learners in remembering vocabulary better, because memory for objects and pictures is very reliable and visual techniques can act as cues for remembering words. Using this technique includes the use of visual aids, and demonstration. In addition, Gairns& Redman (1986) state that real objects technique is appropriately employed for beginners or young learners and when presenting concrete vocabulary. Objects can be used to show meanings when the vocabulary consist of concrete nouns. Introducing a new word by showing the real object often helps learners to memorize the word through visualization. Objects in the classroom or things brought to the classroom can be used.
2. Teaching vocabulary by drilling, spelling, and active involvement
Drilling is employed to make learners get accustomed to the word form especially to how it sounds. To make learners more familiar with the word, drilling should be clear and natural. Drilling is very essential since learners have to say the word to themselves to recall the words from memory. The primary means of spelling is actually memorizing words. Word spelling needs to be considered since spelling forms of English words is not always inferred by the pronunciation.
3. Teaching vocabulary using drawing and picture
Objects can either be drawn on the blackboard or drawn on flash cards. The latter can be used again and again in different contexts if they are made with cards and covered in plastic. They can help young learners easily understand and realize the main points that they have learned
4 Berne, J. I. &Blachowicz, C. L. Z. (2008). What reading teachers say about vocabulary instruction: voices from the classroom. The Reading Teacher, 62 (4), pp. 314 - 323.
in the classroom. Teaching vocabulary using pictures connect students' prior knowledge to a new story, and in the process, help them learn new words. There are plenty of vocabularies that can be introduced by using illustrations or pictures. They are excellent means of making the meaning of unknown words clear. The list of pictures includes: posters, flashcards, wall charts, magazine pictures, board drawings, stick figures and photographs. Pictures for vocabulary teaching come from many sources. Nowadays many readers, vocabulary books and course books contain a vast number of attractive pictures that present the meaning of basic words. The teacher can use learning materials provided by the school. They can also make their own visual aids or used pictures from magazines. Visual support helps learners understand the meaning and helps to make the word more memorable. Conclusions .
This piece of work aims to highlight the importance of vocabulary learning as an essential part in foreign language learning. Lexical knowledge is central to communicative competence and to the acquisition of a second/foreign language and a lack of vocabulary knowledge is an obstacle to learning. An attempt is made to review the trends in the area of teaching vocabulary through various techniques EFL teachers use when teaching . Firstly, teachers need to notice the students' age, level of education as well as English proficiency may affect their learning, so teachers need to be aware of these differences when applying their teaching technique. They can further provide their students with vocabulary learning strategies with opportunities to encounter words repeatedly and in more than one context. Vocabulary knowledge should cover dimensions of many aspects such as pronunciation, additional tools, collocation, aspects of meaning, and word formation. From the methods which can be applied to increase learners' vocabulary power, an enthusiastic learner with proper direction by teachers is bound to succeed in language learning process. It is only when teachers dedicate their whole life to English can they achieve success in language learning, and students should be part of it.
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