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Designing vocabulary tasks for beginners of English as a second language

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Designing vocabulary tasks for beginners of English as a second language 1

CONTENTS Introduction ………………………..…………………………………………………..3 Chapter I. Language teaching 1.1. Approaches to teaching English as a second language………………………….....9 1.2. Teaching beginners of English as a second language…………………………….16 Chapter II. Teaching vocabulary 2.1. Differences between general and private vocabulary system………………….....27 2.2. Ways of student`s enlarging vocabulary base…………………………………….33 2.3. Different ways of presenting vocabulary…………………………………………40 CONCLUSION ………………………………………………………………………49 The list of literature …………………………………………………………………53 Appendix………………………………………………………………………………57 2

INTRODUCTION On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”. 1 It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and the National Programme for training in the country, a comprehensive foreign languages teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. During the years of independence, over 51.7 thousand teachers of foreign languages graduated from universities, English, German and French multimedia tutorials and textbooks for 5-9 grades of secondary schools, electronic resources for learning English

The State Testing Centre, along with other relevant agencies, is tasked with preparing draft proposals on introducing foreign languages testing to the entrance examinations for all higher educational institutions. In order to increase teaching standards in distant rural areas, the higher educational institutions are allowed targeted admission of people living in distant areas to foreign language programs on the condition that they will oblige themselves to work in the acquired specialty at their residence area for at least 5 years after graduation. The decree also envisages 30% salary increase for foreign language teachers in rural areas, 15% increase for those in other areas. Actuality of the theme. Process of studying a foreign language promotes the formation of creative independence as

acquisition more effectively than a non-interactive mode. Numerous studies concerned with the benefits of peer-interaction have found extensive support for its positive effects. Practical value of qualification paper will arise the sincere interest of students and teachers to the problem of designing vocabulary tasks for beginners in teaching and learning English. T his paper is determined by the fact that the developed material and proper tasks and exercises make available the use of this work as a manual in teaching a foreign language at classroom or as a useful material for elective additional courses of foreign language at schools, lyceums and colleges which are specialized in English. This study is on effective vocabulary teaching strategies employed by teachers in the English for Aca

- lexical-semantical analysis method Methodological basis of investigation. Law of the Republic of Uzbekistan “On Education”, “National Program of Training Cadres” Decree “On Measures to Further Improvement of Foreign Languages Teaching System”, President Islam Karimov’s works on education young generation, scientific and theoretic literature related to the theme. The novelty of the work is concluded in new materials of the linguists. Theoretically, foreign language education in Uzbekistan state schools is an optional part of the curriculum. A foreign language is one of the main subjects in the entrance examinations for institutes and universities. A few years ago foreign language education was dominated by the grammar translation method. In education reforms, there is a new designing voca

Chapter I. LANGUAGE TEACHING The act of teaching and learning is intricate, not something that can be reduced to a few methodological prescriptions. Furthermore, the role of teachers is not one of simply receiving prescriptions from others that are subsequently ‘implemented’ in their context. Rather, teachers come to the act of teaching and learning with their own dynamic framework of knowledge and understanding of their own personal, social, cultural and linguistic make-up and that of their students. Their experiences, beliefs, ethical values, motivations and commitments are part of their framework of knowledge and contribute to their stance and identity as a teacher. 2 In teaching, the teacher’s framework interacts with those of their students as they work together to develop new underst

- understandings of new and different contexts for students, teachers and communities and their impacts on learning - contemporary understandings, including complexities and ambiguities, of languages and pedagogy - the relationship of experience and past practices to new situations and new understandings as their stance develops and changes. None of our personal and professional beliefs, perspectives or commitments are ever static, teachers think about when considering the development of a personal and professional stance. 3 3 Angela Scarino and Anthony J Liddicoat Teaching and Learning Languages, A Guide , Australian GovernmentDepartment of Education, Employment and Workplace Relations, 2009, 3. 8

1.1. Approaches to teaching English as a second language Vocabulary has not always been considered as an important part in second language teaching and much more attention has been paid to teaching grammatical and phonological structures. I would like to sum up some linguistic approaches that were appearing during the 20th century. Methods of Foreign Language Teaching. There are some language teaching methods in practice today: 1. The Grammar -Translation Method 2. The Direct Method 3. The Audio-Lingual Method 4. The Silent Way 5. Suggestopedia 6. Community Language Learning 7. Total Physical Response Method 8. The Communicative Approach and others. The Grammar-translation, Direct and Reading approaches - The focal points of the Grammar-translation approach are explanations of grammar and

expanded as quickly as possible, since the acquisition of vocabulary is considered more important than grammatical skill. Translation reappears in this approach as a respectable classroom procedure related to comprehension of the written text. The Audio-lingual method. American linguistic theories that had been dominant in the 1940s- 1960s emphasized grammatical and phonological structures and neglected teaching vocabulary. Such a theory is the Audio-lingual method that is based on behaviour psychology and its view that language learning is a matter of habit formation. It adapted many of the principles of the Direct method and was a reaction to the lack of speaking skills of the Reading approach. The method is based on teaching drills of basic sentence patterns and their pronunciation and

vocabulary studies and to researches on more effective vocabulary teaching and learning strategies. Textbooks began to contain exercises to practise lexis. The structural approach. This method sees language as a complex of grammatical rules which are to be learned one at a time in a set order. So for example the verb “to be” is introduced and practised before the present continuous tense which uses “to be” as an auxiliary. Suggestopedia – the theory underlying this method is that a language can be acquired only when the learner is receptive and has no mental blocks. By various methods it is suggested to the student that the language is easy- and in this way the mental blocks to learning are removed. Total physical response (TPR). TPR works by having the learner respond to simple commands s

environment. Nevertheless, the evidence seems to show that, for beginners, this kind of active involvement gives learners a good start. It allows them to build up a considerable knowledge of the language without feeling the nervousness that often accompanies the first attempts to speak the new language. The silent way . This is so called because the aim of the teacher is to say as little as possible in order that the learner can be in control of what he wants to say. No use is made of the mother tongue. Community language learning. In this method attempts are made to build strong personal links between the teacher and student so that there are no blocks to learning. There is much talk in the mother tongue which is translated by the teacher for repetition by the student. Immersion. This cor

Some researchers believe that the learners engage in too little language production because the classes are largely teacher-centered and students are not required to give extended answers 8 . This permits students to operate successfully with their incomplete knowledge of the language because they are rarely pushed to be more precise or more accurate. Communication between students and between teacher and students is quite satisfactory in spite of numerous errors in the students' speech. Other observers have suggested that the students need more form-focused instruction. This is based partly on experimental studies in which the addition of form-focused instruction has been shown to benefit learners. Studies under the 'Get it right in the end' proposal. It has also been observed

Several linguists have proposed putting of vocabulary, not grammar, to the centre of the classroom in order to help learners develop their ability to use English for real communication. I would say the best way is when neither grammar nor lexis is underestimated and attention is paid to both in the same extent in the lessons. But then teachers have to deal with the problem how to include besides grammar also an effective teaching of vocabulary into their lessons. There are two main approaches to vocabulary teaching – the list approach and the contextual approach. The list approach means that a list of vocabulary items with their meanings is given to pupils to learn them. The items may or do not have to be semantically related to the topic that is currently taught. I think that this approac

Some very interesting experiments carried out by Brown and Mc Neil 10 exemplify this point forcefully and give us clues about lexical organisation. The experimenters gave testees definitions of low frequency vocabulary items and asked them to name the item. One definition was, 'A navigational instrument used in measuring angular distances, especially the altitude of the sun, moon and stars at sea'. Some testees were able to supply the correct answer (which was 'sextant'), but the researchers were more interested in the testees who had the answer 'on the tip of their tongues'. Some gave the answer 'compass', which seemed to indicate that they had accessed the right semantic field but found the wrong item. Others had a very clear idea of the "shape' of

1.2. Teaching beginners of English as a second language Most of the major publishers now produce series of graded readers. They are very varied and include contemporary fiction, as well as classics and books of films. The wide range of titles means that it is relatively easy for a student to choose a book 16

that fits their interests, or for a teacher to choose a class reader that will appeal to a given class. The activities in this section fall into two parts: activities which can be used when the whole class is using a single reader; and activities to be used when students are able to select their own reader from the school library, a bookshop or a school supported mail order scheme. These activities aim to motivate students to read, and to develop as independent learners. Initially, students will need to be supported through the reading process. This can be accomplished by dealing with problems of comprehension and vocabulary, setting realistic reading targets and providing appropriately challenging tasks. This will help to give students the confidence they need to read independently in the

school which operates a rolling intake, where new students need to be welcomed into a class which has already assumed an identity. Scripted dialogues have always been a part of language teaching, whether contrived and wooden, or authentic and fresh. They can be found in coursebooks, may be written by teachers themselves, or can be taken from radio, films or TV programmes. In this section we are concerned with the use of short recorded dialogues and their transcripts, not primarily for developing listening skills, but as the basis for more intensive language work. Dialogues can be used to teach new vocabulary in a clear context, to present functional language, and to introduce new structures; as well as to present and practise stress, rhythm and intonation. Before using a dialogue, it’s alw

your students something to look forward to, and providing continuity within the class syllabus. Circle activities are a way of providing a structure which enables and encourages students to interact in small groups. They take students out from behind their desks and away from their textbooks. The activities which follow share a format. They give a variety of structures or frameworks for student interaction (for example, round the circle, across the circle, within the circle, circles within circles, students outside and students inside the circle). These frameworks give less confident students a space within which they can practice their English, as well as giving more confident students a more defined role. They can also be used for classes with poor dynamics. Circle activities can be used

- open-ended questions - yes/no questions - wh- questions - true/false statements - multiple choice - ranking four items in order of importance, preference etc. - ‘finish the sentence’ or gap-fill sentences - ‘what would you do if … ?’ questions Make a word box for each class at the beginning of the course. This box will fill up with new lexical items that occur in the class and provide you with a valuable resource. Explain to your students that the box is a bank of all the words they will learn and practise. Use these activities frequently for lexical practice. Choose a cardboard box with a lid and cover it with colourful paper. It should be quite big as it will fill up very quickly! Cut up pieces of durable card in advance. Cards can all be the same colour, or different. A new colour can

(daily/weekly) generally works well. Pair students up for this so that choosing the words for the box becomes a communicative activity in itself. This section is concerned with the use of monolingual, or ‘English-English,’ dictionaries . Most of the major publishers offer a wide range. Monolingual dictionaries come in different sizes and vary in the features they offer. These features may include phonemic transcriptions showing word stress, definitions pitched at different levels, and information on how the word is used to ‘do things’. They may also offer information on grammar, collocation, connotation, as well as denotation, partial synonyms and antonyms. A number of dictionaries also provide guidance on register and social acceptability. The activities in this section show the dictionar

what is probably the primary means of communication in the modern world – television. This gives the teacher a classroom tool that comes from the real world, and towards which most students feel a great deal of goodwill. The visual aspect of video can be used to support learners by providing a context, as well as a guide to meaning. If this relationship is exploited positively, students can be supported in their exposure to a valuable authentic source, and given a great deal of confidence as English language users. This section is divided into two parts: Techniques and Resources and Activities. In the first part we look at a variety of basic techniques that can be used with almost any video. We also offer a number of ideas for using less conventional resources, such as subtitled films. The

example. But make sure they are aware of what they can do. If on the first day of class they have learned to greet each English, end your lesson by celebrating this, “Congratulations! you can now introduce yourself and greet each other in English”. Take the focus away from what they can`t do and focus on what they can do instead. This proves to be tremendously encouraging! Beginners may not have enough knowledge to understand explanations, synonyms, definitions, and others you describe with words. Instead, use their senses to maximize learning. The easiest to use with beginners are visual aids like flashcards , but don`t forget to include plenty of gestures , as well as real life objects. The use of realia will allow you to utilize several senses at the same time, and it is often more enga

that the entire brochure the important thing is that they learn to obtain what they need from it. By the time your beginners finish their course, they will probably still not feel confident enough to say they “speak” English. Try providing them with some specific examples of what they can do now: go shopping by themselves, ask for assistance, order food in a restaurant, ask etc… Ask them to remember what it was like when they knew none of this. Tell them they are your heroes for learning so much and overcoming their language barriers. They will feel like heroes, too! ESL beginners may not be able to say a whole a lot, after all their vocabulary and grammar are rather limited. But in order to start speaking, they have to start listening. And not just listening to the correct pronunciation,

Chapter II. TEACHING VOCABULARY In everyday conversation we speak of vocabulary in the singular; we speak of a person’s vocabulary. This is actually an oversimplification. The American Heritage Dictionary defines vocabulary as “the sum of words used by, understood by, or at the 25

command of a particular person or group.” In this paper we are concerned with extending the sum of words that are used by and understood by students. However, it seems important to point out that in almost all cases there are some differences in the number of words that an individual understands and uses. Even the terms “uses” and “understands” need clarification. For example, the major way in which we “use” vocabulary is when we speak and write; the term expressive vocabulary is used to refer to both since these are the vocabularies we use to express ourselves. We “understand” vocabulary when we listen to speech and when we read; the term receptive vocabulary is used to refer to listening and reading vocabularies. Finally, to round out the terminology, meaning or oral vocabulary refers to

The amount of vocabulary that children need to acquire each year is staggering in scope, estimated to be about 3,000 words a year. Therefore, a comprehensive approach consisting of the following components needs to be in place. - Use “instructional” read-aloud events. - Provide direct instruction in the meanings of clusters of words and individual words. - Systematically teach students the meaning of prefixes, suffixes, and root words. - Link spelling instruction to reading and vocabulary instruction. - Teach the effective, efficient, realistic use of dictionaries, thesauruses, and other reference works. - Teach, model, and encourage the application of a word-learning strategy. - Encourage wide reading. - Create a keen awareness of and a deep interest in language and words. The recommendat

reading, there is also a deliberate teaching of skills that will promote independence in reading, such as an increased vocabulary. 2.1. Differences between general and private vocabulary system What is a word? 28

A word is a unit of a language that carries a meaning and consists typically of a root and zero or more affixes. Words can be combined to create phrases, clauses and sentences. They are separated by spaces in the written language. A word consisting of two or more roots joined together is called a compound (e.g. a record player, a classroom, a second-hand ). Each word belongs to one or more of eight different word classes: nouns ( apple ), adjectives ( green ), pronouns ( you ), verbs ( to write ), adverbs ( here ), prepositions ( before ), conjunctions ( while ) and interjections ( hey ). What is vocabulary? According to the Cambridge Advanced Learner’s Dictionary , a noun “vocabulary” has two definitions: - all the words known and used by a particular person - all the words which exist in

the new words. In addition to that the learner`s individual strategies for learning and using vocabulary need to be taken in to consideration. There is a variety of aspects that need to be taken into account when talking about vocabulary in the EFL classroom. These are the form, its grammar, collocation, different aspects of meaning and the word formation. The form of new vocabulary is really important which means in detail its pronunciation and its spelling. In order to learn new words, you need to know “what a word sounds like (its pronunciation) and what it looks like (its spelling)”. The pronunciation of a word is “the way in which language is spoken” or “the way a person speaks the words of language”. In order to be understood by a native speaker of English you need to pronounce the w

think about the words he uses before he says them and he should ask himself whether they are suitable or acceptable in this context or not. If they are not, he needs to find words that fit or that are correct. The words have to express exactly what a speaker once to say. The very last point is the word formation which is the way in which words are put together and into the right order in a sentence. This means that word can be broken down into their single components which do have single meanings as well but a different meaning when they are being put together. It is the teachers choose whether to teach, prefixes and suffixes or not, for example, un- or –able like it is used in unable. Graves defines vocabulary as the entire stock of words belonging to a branch of knowledge or known by an

Writing vocabulary - This includes all the words an individual can employ in writing. Speaking vocabulary - This refers to all the words an individual can use in speech. Lexicon also refers to a reference book containing an alphabetical list of words with information about them and can also refer to the mental faculty or power of vocal communication. According to McCarthy the role that mental lexicon plays in speech perception and production is a major topic in the field of psycholinguistics and neurolinguistics. 18 We can divide words on the basis of relations between their meanings into groups: - synonyms – words with the same or nearly the same meaning: small X little antonyms – words with opposite meanings: short X long - hypernymy – words with more general or superordinate meaning to

The knowing of vocabulary does not mean only knowing of word in isolation. It also means to know the words that tend to cooccur, which is another type of relation between vocabulary items, called collocation. 21 This is defined as a word or phrase which is frequently used with another word or phrase; the combination is often difficult to guess. Using collocations helps to sound English naturally and improves style of written and spoken language. 22 The form A word can have several forms that are changed by addition of grammatical or lexical affixes to the root. Pupils need to know, for example, that a suffix “s” attached to a verb marks the 3rd person in the singular and the present simple while attached to a noun marks the plural form. But it is not the rule vice versa - 3rd person and pl

The server en.wikipedia.org defines proper spelling as “the writing of word or words with all necessary letters and diacritics present in an accepted standard order”. It is important to know the right spelling because it is a representation of the spoken word and it remains unchanged for a long time. The pronunciation refers to the spoken language; it is the way in which a word is spoken. There are many dialects in English and the number of speech sounds varies from one to another. Three following are accepted as standard accents: ‘Received Pronunciation’ (RP) for the UK, ‘General American’ (GA) for the USA and ‘General Australian’ (AuE) for Australia. Each of them has a bit different number of sounds that are transcribed by the ‘International Phonetic Alphabet’ (IPA). The vowels are more

2.2 . Ways of student`s enlarging vocabulary base What helps to remember words? 35

I would like to offer a few principles in this subchapter that can help to move the required word into permanent long-term memory. I made an extract from Thornbury’s summary of the principles that were found out by researches: 24 1) Repetition – only repetition has not any long-term effect; but there is one exception - the repetition of encounters with a word. If words have been met at least for seven times over spaced intervals, for example, when reading, they are on good way to long-term memory. 2) Retrieval practice effect – a kind of repetition that means the retrieval of word from memory, which helps the learner to recall it again later. 3) Spacing – means not to teach too many vocabulary items together but in small groups and with pauses between them. 4) Pacing – means to provide the

- vocabulary should be taught through English, avoiding word-for-word translation into mother tongue; - learners should be encouraged to work out the meaning of the unknown words; - there is a difference between active and passive vocabulary; - learners should be encouraged to analyse words and word combinations in a text. Memorizing new words is a huge part of learning a new language and yet it seems to be so difficult to accomplish. Today, we want to share some fun tips with you that learning new vocabulary becomes easier and more enjoyable. We also want your input: tell us in the comments` section below your favorite ways to memorize words. 1) Read – this is an essential activity because reading is the best way to be exposed to a rich and wide vocabulary. Remember: you can read whatever

quickly learned four more, and because their meaning is related, it is easier to understand and remember what each one means. 4) Make sentences – making sentences helps us put everything we have learned into action: so you have learned new words and you understand when to use it. But for the brain to remember this word in the future, the best way to memorize is by using it. Make 10 sentences that use different meanings of the word you want to learn or if it is a verb, with different tenses. For example, if you want to remember the phrasal verb “to tidy up”, write: - Maria you must tidy your room up. - I have to tidy up before my friends come. - Paul will watch TV after he finishes tidying up the kitchen. Ever heard Benjamin Franklin`s quote, “Tell me and I forget teach me and I may remembe

words you want to remember and you will see many different ways to help you memorize. 8) Take notes - a great little trick is to always carry around a note-book and pencil. Then, if you hear a word or sentence you like in a movie or a song, you can write it down. When you get home you can research it and add it to the list of words you have learned. 9) Play games – when you are having fun it`s so much easier to learn. So play games like boggle or scrabble. These games will test your creativity and make you think outside the box. 10) Speaking – in the 5 th , we explained how recording yourself helps your brain remember words better. So, what better way to do this than to talk with a friend? If you do not have any native English speaking friends, don`t worry! Just invite another friend who w

children’s development, especially in reading. Research clearly indicates that children with larger vocabularies have higher school achievement in general and higher reading achievement in particular. Fortunately, a child’s vocabulary is not predestined. Rather, teachers can have a real impact on children’s vocabulary knowledge. Research shows that teachers can do things that significantly increase children’s vocabularies and by doing so children’s reading comprehension will also improve. 26 Studies indicate that children do learn words from books read aloud to them. Most helpful will be reading aloud books and other materials (such as magazines or environmental print) that have some, but not too many, words that are new to children. Read-aloud of storybooks is important, but also importan

sending home books and interactive activities, can have positive effects. Even viewing certain television programs, most notably Sesame Street , has been shown to improve young children’s vocabularies. Raise word consciousness We want children to notice when they encounter new words and to want to learn them. Some researchers refer to this as word consciousness . 28 There are many ways to draw children’s attention to and interest in words around them. Playing with words through games, songs, and humor can be powerful. Simply encouraging children to recognize when they have encountered new words, and to notice special characteristics of words, will also raise word consciousness. Teach important words Yes, we can teach children new words. But time and other factors mean there are limits to h

Expose children to words multiple times in multiple meaningful contexts Clearly, knowledge of a word is likely to be stronger after three encounters than after just one, and more thorough after encounters in multiple contexts than just one. Successful vocabulary programs have children encountering words repeatedly and diversely. As you well know, simply hearing or reading a dictionary definition for a word does not do enough to help children “get it,” nor does basic drill and practice. Rather, children need to encounter words in meaningful activities, conversations, and texts. Children need to live new words. Enjoy words There has not been a lot of research on the relationship between motivation and vocabulary learning, but successful vocabulary programs seem to have motivational elements,

Another way could be to illustrate the word on the board so that the students do have an image of the word in mind. The teacher can either draw a picture on the backboard or bring photos or the object itself to class. The teacher does also have the possibility to demonstrate in front of the class what the word`s meaning is by acting it out. He could even use it in context, so to speak in a whole well chosen sentence or a story that describes best its meaning and also demonstrates how the word can be used. Another step could be that the teacher asks the students to find synonyms or antonyms (opposites) or the class can even try to find them together and collect them on the board. The last point is to translate the English word into German which is not a very good way because the students sh

and memorable. - Synonyms/Antonyms/Gradable items - Using the words a students already knows can be effective for getting meaning across. - Definition - Make sure that it is clear (maybe check in a learner dictionary before the lesson if you are not confident). Remember to ask questions to check they have understood properly. - Translation - If you know the students' L1, then it is fast and efficient. Remember that not every word has a direct translation. - Context - Think of a clear context when the word is used and either describe it to the students or give them example sentences to clarify meaning further. But the techniques are not all. As Earl W. Stevick points out, the success in helping people to acquire language depends “not only on the techniques you use, but also on how you,

homework, mistakes, apologies, someone a favour, nothing, one’s best, the bed, a noise, somebody a service, an offer, a note, a job, a move, a joke of, history, something on your own responsibility, business, good time, a wash, fun of, the shopping - do usually means to perform the activity or job - make usually means to create or produce something 31 - for following task, you will need a list of groups of words that are semantically relating to each other in some way: - find hypernymy and match the appropriate hyponymy to them - find holonymy and match the appropriate meronymy to them - it is necessary to explain terms ‘hypernymy’, holonymy’ etc. - the types of required relations depend on the words that are given in the list - a task in pairs: one new vocabulary item is given to every pa

“vocabulary covered in the previous lesson should be tested at the beginning of the next one. If not, the chances of retaining the new vocabulary are greatly reduced.” 32 I can say from my own experience that most frequent used vocabulary testing is dictating of words in the mother tongue to be translated to the second language and vice versa. Other tasks that are widely applied for revision are matching, filling in the blank, multiple choice, use in sentences or guessing meaning from context. According to McCarten 33 learning vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned, including single words, phrases, collocations, and strategic vocabulary, as well as grammatical patterning, idioms, an

we can already see how important it is to use a corpus in order to give our learners all the right information they might need to master a word or phrase. It would be unrealistic to teach everything there is to know about a word the first time it is presented to students – and any such attempt would make for some very tedious lessons. Obviously we need to make choices about how much we teach on a first presentation. For example with the word like, in addition to its sound and spelling we might choose to teach only one of its meanings (to enjoy, find something to be pleasant), with one grammatical pat tern ( I like + singular or plural noun) and some associated vocabulary ( I like football/cartoons; I can’t stand game shows ). At a later date we can add other meanings such as to be similar

passive knowledge as a normal part of learning can be reassuring. When you assign vocabulary lists to learn, why not include some passive vocabulary items and discuss with students which items they need to learn “for understanding” and which they need to learn really well so that they can use them. (But be sure that in practice or testing activities, students are required to remember and use only the active vocabulary productively.) Additionally, even from the elementary level, it is important to include in vocabulary lessons not just single words, but also larger “chunks” such as collocations, phrases, or expressions, even whole sentences, as well as strategic vocabulary. By building up a stock of expressions as well as individual words, students can assemble the language they need to com

- comparing synonyms in context, - replacing nonsense words in a text - multiple matching - analysis of words and word combinations in a text - using word combinations and phrases - labelling and describing objects in a picture - using texts with thinking questions Teaching vocabulary should be based on context and teachers should focus on exploring the relationship between words, phrases and the meanings they convey in different contexts. It is possible to design simple vocabulary tasks using authentic texts accompanied with thinking questions or other task types. Two things you might cut down to make room for vocabulary work: a) Grammar . There is a tendency to devote too much time to grammar teaching, much of which should be transferred to vocabulary. b) Checking homework . Often half t

Reading strategies are no substitute for knowing vocabulary. Learning how to skim, scan, infer from context etc., is of surprisingly limited value in reading comprehension when students don’t know enough vocabulary. So it’s not worth spending too much time practicing reading strategies: make students aware of them, certainly, but it’ll be much more helpful to them if you spend most of your time teaching and reviewing vocabulary. 3. Vocabulary should always be taught and reviewed in (sentence or longer) context. Not always. There’s a place for teaching and review of single items on their own. And often putting a new word into a brief phrase is just as helpful as putting it into a full sentence. Both these, of course, are much quicker than full-context activities. Bottom line: vocabulary sh

times, but remind students to refresh their memories every now and then (see Strategies below). Strategies Here are some useful strategies for teaching vocabulary without adding extra work and time, illustrated by practical examples. 1. Make students responsible. - Share with students why they need to learn a lot of vocabulary: it’s probably the most important aspect of language that they need to know. -Tell students that they’ll need to work on vocabulary expansion themselves outside the lessons: there’s simply no time during lessons to teach them all the vocabulary they need (some ideas in the next section). -Tell students to keep vocabulary / dictionary notebooks (could be on smartphones or ipads) to keep a record of new vocabulary learnt. -Give students five minutes during class to che

they content themselves with carrying on «conversation» with their pupils. In the latter case such teachers find themselves at a loss. The various techniques of teaching through conversation are usually unknown to them and, like the veterans who came into this field before them, they pick up the devices of oral teaching by dint of the process of trial and error. First of all, if one wants to see outcome soon, one must start sooner. So, the early children begin to learn new language the better will be the result. Scientists say that a child does not confuse two different languages but learns them more effectively. Secondly, adults are often afraid to make mistakes when they are speaking in a new language. This fear is one of the biggest barriers for a person in his efforts to speak freely.

designing vocabulary tasks for beginners and beginners on the beginning stage by developing their creative abilities. There are different types of vocabulary learning activities: - open/banked gap-filling exercises - comparing synonyms in context, - replacing nonsense words in a text - multiple matching - analysis of words and word combinations in a text - using word combinations and phrases - labelling and describing objects in a picture - using texts with thinking questions Teaching vocabulary should be based on context and teachers should focus on exploring the relationship between words, phrases and the meanings they convey in different contexts. It is possible to design simple vocabulary tasks using authentic texts accompanied with thinking questions or other task types. Two things yo

understanding and conceiving of things. The products of creative thought include some obvious things like music, poetry, dance, dramatic literature, inventions, and technical innovations. As a vehicle for renewing and sustaining communities, the idea of creativity brings a new layer of responsibility for teachers. Many methods or techniques have been designed to assist individuals in generating original ideas. In any case, awareness with techniques designed to improve creative thinking gives individuals a set of tools to use in their exploratory behavior. Students can use purposeful strategies to channel their thoughts in new directions. Although brainstorming which can be used at almost any level, other sophisticated uses of metaphor, are best for students with more highly developed abstr

Teachers consider which strategies fit most smoothly with the content they teach and the developmental level of the students. Teachers can build strong pillars of the nation by adopting the most appropriate innovative teaching skills at the appropriate level. Used literature 1. Islom Karimov ”Yuksak ma’naviyat-yengilmas kuch” Toshkent “Ma’naviyat”, 2009, B-173. 2. Islom Karimov “Barkamol avlod- O’zbekisto taraqiyotining poydevori”. Toshkent 1997, B-152. 3. Islom Karimov “O’zbekiston Mustaqillikka erishish ostonasida”, O’qituvchi nashriyoti. Toshkent 2011. 4. Ziyomuhammedov, Sh. Abdullayev “Ilg’or pedogik texnologiya: Nazariya va amaliyot” Toshkent, 2001. 5. X. Rashidov, X. Xabib, G. Yuldasheva, A. Zokirov “ Kasbiy pedagogika” bilokni o’qitish metodikasi. Toshkent 2007, B-199 55

6. Malla Ochilov. “Yangi pedagogik texnalogiyalar”. Qarshi, “Nasaf” nashriyoti, 2000 B-79. 7. Xidirova Bibixol “Talim jarayonida pedagogik texnalogiyalarni qo’llashning nazariy va amaliy asoslari”. Toshkent, 2009 B-175. 8. Jamol Jalolov “Chet tili o’qitish metodikasi”. Toshkent, “O’qituvchi” 1996, B-367 9. Asher, J. 1972. 'Children's first language as a model for second language learning.' Modern Language Journal'56: pp. 133-9. 10. Adger, C.T. (2002). What teachers need to know about language . McHenry, IL: Center for Applied Linguistics. 11. Bagley, M. T. (1987). Using imagery in creative problem solving. New York: Trillium Press. 12. Bowers, C. (1995). Educating for an ecologically sustainable culture. Albany, NY: State University of New York Press. 13. Bransford, J. D.,

21. Gairns, Ruth, and Stuart Redman: Working with words: A guide to teaching and learning vocabulary. Cambridge: University Press, 1986, p-14,190 22. Henrikson, B. (1999). Three dimensions of vocabulary development. Cambridge University Press. 23. Herrel. A.L . (2004). Fifty strategies for teaching English language learners. An ESL teacher‘s tool kit. 2nd ed. Winnipeg. Canada. Penguin Publishers. 24. Jeanne McCarten : Teaching vocabulary. Cambridge University Press, 2007 25. Jensen, P.A., and J.K. Robinson. 1995. Deming’s quality principles applied to a large lecture course. J. Engr. Education 84, no.1:45-50. 26. Johnson, D.W., R.T. Johnson, and K.A. Smith. 1998. Active learning: Cooperation in the college classroom , 2d ed. Edina, MN: Interaction Press. 27. Krashen, S. (1987). Principles

36. Oxford, R. L.,and Crookall, D. (1989). Research on Language Learning Strategies: Methods,Findings, and Instructional Issues. Modern Language Journal (73): 404-419. 37. Oxford, R. (1990). Language Learning Strategies. What Every Teacher Should Know. Boston:Heinle: Heinle Publishers. 38. Oxford, R. (2003). Toward A More Systematic Model Pf L2 Learner Autonomy. In Palfreyman, P., and Smith R. 39. R. Brent. 1994. Cooperative learning in technical courses: Procedures, pitfalls, and payoffs . ERIC Document Reproduction Service, ED 377038. 40. R. Brent. 1996. "Navigating the bumpy road to student–centered instruction." College Teaching 44, no.2: 43–47. 41. R. Brent. 1997. Speaking objectively. Chem. Engr. Education 31, no.3:178-179. 42. Rabunsky E.S. «Individual approach in the course

Internet sites star.mit.edu/genetics www.britishcouncil.or.th/en/ english /.../ teaching - methods www.ec english .com/ teaching - methods www.onestop english .com www.supportreal teachers .org www.ncge.org/ www.learn english .de/ Teachers /creative methods .html APPENDIX 1 Activity A Match each word on the left with the correct definition on the right: a) implication 1) all the words a person knows or uses b) grammar 2) the words that come just before or after a word or phrase and help you to understand its meaning 59

c) context 3) the system of structures at word, sentence and text level in a language d) vocabulary 4) a word or phrase used in an imaginative way to describe something else to show that the two things have the same qualities e) metaphor 5) something that is suggested or indirectly stated Activity B Read the text below. In your group discuss and explain the meaning of the underlined words and phrases. “Two gentlemen in black came in. They had a cheap and quiet lunch, and one of them paid for it and went out. The other was just going out to join him when I looked at my change again and found that he’d paid me more than three times too much. ‘Here,’ I say to the chap who was nearly out of the door, ‘you’ve paid too much.’ ‘Oh,’ he says, very cool, ‘have we?’ ‘Yes,’ I say and pick up the bill

b) When I turned back I noticed that her eyes were glistening in the dark, full with that weird feeling that I found difficult to describe. 2. a) John looked through the door thinking that he’d heard Simon’s low voice and said: ‘Are you talking to anyone, Simon?’ b) John peered through the door thinking that he’d heard Simon whispering and blurted out: ‘Are you talking to someone there, Simon?’ 3. a) Then that damned bell rang, and I thought for one long, mortal minute that I couldn’t get out of that chair – just literally, physically, muscularly couldn’t. b) Then the bell rang loudly and I thought for a couple of minutes that I couldn’t physically get out of the chair. Activity A is a matching exercise: a5; b3; c2; d1; e4. It deals with definitions of new words out of context. Its main fo

pig pear penguin What's the first letter? scissors sun snake What's the first letter? turkey two tiger What's the first letter? 62

waffle watermelon worm What's the first letter? butterfly block bird 63

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