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The selection and evaluation of words in teaching vocabulary to ESP students on the material of scale up

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21The selection and evaluation of words in teaching vocabulary to ESP students on the material of scale up

21TABLE OF CONTENTS Introduction ...………………………………………………………………3 Chapter I: Vocabulary as a base of acquiring language skills 1.1. The importance of vocabulary in ESP teaching and learning …………..7 1.2. Difference between general and private vocabulary system………........15 1.3. Ways of student’s enlarging vocabulary base………………………......21 Chapter II: Characteristic features of ESP course 2.1. Materials selection in teaching vocabulary to ESP courses ……..……..28 2.2. Different ways of presenting vocabulary…………………………….....46 2.3. Methods and principles of using the new course book “SCALE UP”.....55 Conclusion …………………………………………………………………..60 References …………………………………………………………………..63

21Introduction Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse. Language is social by nature; it is inseparably connected with the people who are its creators and users; it grows and develops together with the development of society 1 . The present qualification paper deals with the study of selecting and evaluating words in teaching vocabulary to ESP students by using the material of Scale up. The Decree of the President of the Republic of Uzbekistan PD-1875 as of 10 December 2012, “On Measures on Further Improvement of Teaching of Foreign Languages” 2 was the essence of the country’s reforms in the field of foreign language learning. Since the adoption of the system-generating decree all the work in this a

21Rich selection of motivating and informative, authentic and semi-authentic texts to improve both reading and listening skills with variety topics are presented in themed topics. Interactive activities focus on learners’ «can do» statements and follow the principles of the Common European Framework of Reference requirements. Meaningful topics and materials are designed so that they enhance students’ horizons and provide a thought-provoking, purposeful approach to learn English, including autonomous learning. Actuality of the theme: Process of studying a foreign language promotes the formation of creative independence as there is a possibility of designing vocabulary tasks and exercises within the limits of the given subject which demands independent work from pupils. They are taught to us

21determined 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 as a useful material for elective additional courses of foreign language at courses or tutors, lyceums and colleges or higher education system which are specialized in English. This study is on effective vocabulary teaching strategies employed by teachers in the English for Specific Purposes auditory, it is crucial to highlight the importance of specific vocabulary instruction in the English for Specific Purposes ESL classroom. The objectives are: - studying of methods and ways of designing vocabulary tasks for ESP learners on the material of “Scale up”; - teaching a foreign language which promotes the formation and development o

21The novelty of the work is concluded in new materials of the linguists. Theoretically, foreign language education in Uzbekistan state higher education is an optional part of the curriculum. A foreign language is one of the main ways in the reaching the success. A few years ago foreign language education was dominated by the grammar translation method. In education reforms, there is a new designing vocabulary tasks for ESP learners. The novelty of my work in the fact that we had worked out some new methods and activities, which we had approbated on English language lessons during our pedagogical practice. Investigation of the problem: There are many suggestions in the literature as how to teach learners and how to design vocabulary tasks for ESP learners of English as a second language. T

21Chapter I: Vocabulary as a base of acquiring language skills 1.1 The importance of vocabulary in ESP teaching and learning Vocabulary learning is an essential part in foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language learner. Recent research indicate that teaching vocabulary may be problematic because many teachers are not confident about best practice in vocabulary teaching and at times don’t know where to begin to form an instructional emphasis on word learning. Vocabulary knowledge plays an important role in language learning. It can be easily proved by taking sample from the intellectual development of a child. What do the children be

21Huebener stated that the subject matter of language consists essentially of stocks of words and expressions and of the rules that govern the syntax of its speech pattern, that is, vocabulary and grammar. 4 As it is acknowledged, “word” is the most common element in sentences because a language is a collection of words. Words can be compared to bricks of buildings fixed with the help of clay called Grammar. Despite quite small pieces, they are vital to the great structure. Wilkins rightly says, “ Without grammar very little can be conveyed….but without vocabulary nothing can be conveyed” 5 . Therefore, the study of vocabulary is at the center while learning a new language. English being a second language or foreign language, one needs to learn vocabulary in the systematic way. We cannot n

21matter how successfully the sounds of L2 are mastered, without words to express a wide range of meanings, communication in an L2 just cannot happen in any meaningful way” . 6 Vocabulary is needed for expressing meaning and in using the receptive (listening and reading) and the productive (speaking and writing) skills. It should be considered as an internal part of learning a foreign language since it leads the way to communication. Nation aptly mentioned, “ Such as writing and reading, vocabulary knowledge is one of the components of language skills”. 7 Harmer clearly states, “if language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh”. If one wants to use language effectively, he/she must have good stock of vocabulary. Lan

21efficiently communicate and fundamentally comprehend on English articles and academic essays. Unfortunately, learning vocabulary is considered to be as a weak point of the most language learners. Restricted knowledge of vocabulary and sentence structure is thought as the main problem in learning language. Without wide range of vocabulary a learner won’t be able to be skillful at reading, writing, listening and speaking. It will enable us to understand the others' ideas better and to have the satisfaction or getting our thoughts and ideas across more effectively. While there are not any magic shortcuts to learning words, the larger our vocabulary becomes, the easier it will be to connect a new word with words we already know, and thus remember its meaning. In summary, learning vocabul

21Research 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. 11 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.” 12 On the other hand, vocabulary has been acknowledged as L2 learners’ greatest single source of problems. 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 acqu

21set of facts that have to be memorized. Teaching learning process as focuses on the teacher as a prominent source of knowledge. As a result, students may have problems to understand academic concepts as what they usually get is something abstract. Many students can serve a good level of memorization of teaching material but in the end of teaching learning process, they actually do not understand it at all. Nation states Knowledge is constructed by humans. Knowledge is not a set of facts, concepts, or laws waiting to be discovered. It is not something that exists independent of knower. Humans create or construct knowledge as they attempt to bring meaning to their experience. Everything that we know, we have made. Based on this opinion, a learning process that focuses on the teacher is no

21vocabulary rather than on their knowledge of grammar in learning English. The more vocabulary students have at their disposal, the better they learn, regardless of their grammatical knowledge, although this is not to say that they should neglect grammar completely. 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. Teaching words 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. Both teachers and students agree that acquisition of the vocabulary is a c

21follows: (1) guessing from context, (2) using word parts and mnemonic techniques to remember words, and (3) using vocabulary cards to remember foreign language-first language word pairs. It is supported by Murcia who also proposes three strategies to learn vocabularies. The first strategy is guessing meaning from context; she says that a context is rich enough to give adequate clues to guess the word’s meaning. The second strategy is mnemonic devices: she proposes keyword technique. When seeing or hearing the target word, the learner is reminded of the keyword. The third strategy is vocabulary notebooks; she suggests a memory aid in independent learning by setting up vocabulary notebooks. Finally, teachers may encourage students to keep a vocabulary notebook because a great deal of vocab

211.2. Differences between general and private vocabulary system What is a word? 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: - a

21ideas which consist of more than one word are introduced. Therefore, “a useful convention is to cover all such cases by talking about vocabulary items rather than words”. The teacher needs to present the vocabulary in a way that students can easily understand how to use 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 soun

21suggested or implied by a word in addition to its main meaning”. This means that every word has a main meaning but it can still have various connotations and a student can associate different things with one word. Appropriateness of a word means that a speaker should 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 mean

21Writing 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. 15 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

21The knowing of vocabulary does not mean only knowing of word in isolation. It also means to know the words that tend to co-occur, which is another type of relation between vocabulary items, called collocation. 17 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. 18 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

21The spelling and the pronunciation 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’ for the UK, ‘General American’ for the USA and ‘General Australian’ for Australia. Each of them has a bit different number of sounds that are transcribed by the ‘International Phonetic Alphabet’. The v

21What helps to remember words? 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: 20 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.

21- vocabulary should be taught in context, not as isolated words; - 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 analyze 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 exp

213) Related words – if you just learned the word “care”, don`t stop there. Use a dictionary or the internet to find derivatives of that word, and expressions that use it. For example, careful, careless, carefree, take care. See? you started with one word but 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 phr

217) Mnemonics – Mnemonics are ways to help us remember things better. A great online recourse for mnemonics is the mnemonicdictionary.com; you can type in the 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.

21“should be hot”. We agree, and the fact that you are reading this means that you probably do, too. Research suggests that vocabulary is enormously important to 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. 22 Studies indicate that children do learn words from books read aloud to them. Most helpful will be reading aloud books and other materials (su

21vocabularies and later reading achievement than other children. In school we need to involve children in rich, meaningful conversations whenever we can. Encourage reading and talk at home As the “rare words” study suggests, children can also develop their vocabularies at home. Encouraging reading and conversations outside of school, for example by 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 . 24 There are many ways to draw children’s attention to and interest in words aroun

21Theory and research on vocabulary learning suggest that helping children relate new words to words they already know is very important. For example, if a child knows the word fruit , and knows the word apple , these words can help children learn the word kiwi . If a child knows what it means to be mad , that may help him learn frustrated . Teaching children to use the context around a word to try to figure out word meanings can also be effective. 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

212.1. Materials selection in teaching vocabulary to ESP courses English for specific purposes For a relatively long time, students studying for different professions were taught more or less General English, which was not always very helpful when applied in real-life situations of different areas of specialism, such as engineering, tourism, science and technology, medicine, and so on. With time, developments in language theory indicated the need to pay more attention to individual learners. This realization together with a growing demand for English courses tailored to students’ specific needs led to the emergence of English for Specific Purposes in the late 1960s. This area proved to be fertile ground, and so ESP has undergone rapid development in recent decades. For some time now, Engli

21emphasize, ESP “is not a particular kind of language or methodology” but “an approach to language learning, which is based on learner need”. In line with these overriding characteristics of ESP, the roles of ESP teachers and learners at least to some extent differ from the roles of GE teachers and learners. The next important aspect in which ESP differs from GE is materials used for teaching and/or learning. The following sections first briefly outline some crucial issues regarding both ESP teachers and learners. This is followed by a more in-depth discussion of important issues regarding ESP materials. Organizing the ESP course is very important step to achieve a satisfying goal in the course. There exist many factors playing a crucial role in organizing ESP course without them the lear

21nature of particular target and learning situation. They describe them as ‘needs analysis’. To organize the ESP course effectively and consequently achieve a satisfactory goal, having respect for all three factors is evident designed by a team of local experts together with a UK consultant to tailor the materials for Uzbekistan context. The course focuses on listening, speaking and writing skills and also includes material on team working, communication and e-mail skills. The piloting of the new course starts in February 2014. The project also provides teacher training opportunities for English language teachers in tourism colleges. Selecting material Choosing ESP materials determines the running of the course and underlines content of the lesson. Good material should help teacher in org

21selecting an appropriate text that contributes to students´ effectiveness that means he or she should pay attention to suitable criteria for its choice. Wallace 28 suggests those main criteria:  Adequacy - should be at the appropriate language, age level;  Motivation - should present content which is interesting and motivating for students work. It goads into students effectiveness, interest and pleasure of work;  Sequence - it is important if there is some relation to previous texts, activities, topics not to miss the sense of a lesson;  Diversity - should lead to a range of classroom activities, be a vehicle for teaching specific language structure and vocabulary and promote reading strategies;  Acceptability - it should accept different cultural customs or taboos. Selecting an ap

21One of the most important issues regarding ESP materials selection and/or writing is whether the materials selected should be solely or primarily subject specific and what the most appropriate ratio of general materials to subject-specific materials is. General materials focus on one’s general ability to communicate more effectively, while subject-specific materials focus on a particular job or industry 30 . When carefully selected, both general and subject-specific materials will equip the students with the necessary skills and knowledge, but subject-specific materials nevertheless better cater for ESP learners’ specific needs. Consequently, ESP learners will very often feel more affinity for materials that they find relevant to their area of specialism. The use of subject-specific text

21vocabulary and lexis in English are frequently used interchangeably. However, words are the building blocks in a language. One cannot develop his knowledge of a specific specialty unless he gets a rich background of its lexical items. English learners may face big problems when learning vocabulary and even when moving from one level to a higher one. Macaro spots the light on vocabulary when learning a foreign language, especially if it deals with different disciplines where sub- technical vocabulary exists and which are considered as the most crucial type of vocabulary to be learned in order to enhance the teaching and learning process within an ESP classroom. When selecting ESP materials, a great consideration must be given to vocabulary content since it presents the main concern of stu

21class. That is why appropriate ESP materials selection would be important and can play a crucial role in ESP lesson planning. Ellis and Johnson 32 distinguish between two levels of materials selection. The first one occurs at the beginning of the course when teachers suggest their course books and materials. The second level occurs when the teacher is going to select items from the chosen course book. As Ellis and Johnson emphasize, the choice of materials has a major impact on what happens in the course. This impact is demonstrated on the following three levels: It “determines what kind of language the learners will be exposed to and, as a consequence, the substance of what they will learn in terms of vocabulary, structures, and functions”; It “has implications for the methods and techn

21To sum up, after analyzing learner needs and setting objectives for the course, the ESP teacher has to select materials that will help the students achieve the course objectives. These materials should also relate closely to the learners’ specific skills and content needs, which is an important precondition for full exploitation of the materials as well as the learners’ motivation Readily available textbooks vs. tailor-made materials The decision on whether to use a readily available textbook or tailor-made materials is primarily based on the learners’ subject area. If their subject area is more general, the likelihood of finding suitable published materials is much higher. Accordingly, ESP teachers will most often select suitable materials from existing printed materials. In the case of

21to develop materials that will introduce most relevant vocabulary and related functions and structures. A final but significant factor is that psychologically a textbook represents something concrete and thus gives a measure of progress and achievement throughout the course. Consequently, when designing materials teachers should bear this in mind and prepare materials that present a logical whole and in which the sequence of units is logical and enables the students to see and evaluate their progress. Although learners can undoubtedly learn most of the needed skills, functions and to a great extent also general terminology from general business textbooks, they will undoubtedly gain even more when using tailor-made materials or a combination of a general business textbook and tailor-made

21On the one hand, using authentic materials is very helpful because they have a positive impact on learners’ motivation, satisfy learners’ needs, and supply authentic cultural information and exposure to real language. On the other hand, using authentic materials may contain difficult language, difficult vocabulary items and complex language structures as they can be too culturally. Some interesting texts may go beyond students’ level and current abilities. This would not make problems only for students, it may also struggle teachers. Simplified materials are materials used by teachers to facilitate the learning process. When using authentic materials may not be very helpful and it is difficult for students to understand them since the language and the use of words may be highly complex,

21words, types of activities differ among groups of different age, background knowledge and cultural features. The last element is the appropriateness of methodology or style for learners. In other words, “the trainer should experiment to find out an approach to use with a particular group and then select activities accordingly.” Wallace suggests the following criteria when selecting ESP materials: - Adequacy: the selected materials should contain appropriate language and information about the course. - Motivation: they should present interesting content in order to help students be active and work hard in order to understand better. This criterion should be respected in order to make students’ work more effective. - Sequence: it is important to have materials that are related to the lectu

21Materials evaluation is a means based on examining learning materials in order to establish their value. Tomlinson defines materials evaluation as “a process that involves measuring the value (or potential value) of a set of learning materials”. Evaluation focuses on the students’ satisfaction of their needs. “In language teaching, the process of measuring the value and effectiveness of learning materials” (Longman Dictionary of Language Teaching and Applied Linguistics). In other words, evaluation of ESP materials is the judgment of the appropriateness of materials for an ESP classroom. ESP materials evaluation can be done through four stages as explained in the following graph.

21ESP materials evaluation is a matching process: “matching your own analyzed needs with available solutions” 35 . Moreover, this process is helpful to match solutions for problems that occur on the level of materials. Hutchinson and waters divide evaluation into four stages as shown in graph (02). In the first stage; defining criteria, the teacher has to set his goals for a specific material. The next stage is subjective analysis where developing and testing the course in terms of materials requirements. The third phase is objective analysis where the teacher focuses on the aims of the material itself. The last stage is matching. It occurs when investigating the problems on the level of both subjective and objective analysis and trying to remedy them through adapting content or methodolog

21ESP is defined as an approach to teaching English and that is based on students’ needs as we stated the developments that ESP has witnessed such as: register analysis and discourse analysis. Next, the role of ESP materials was explored in teaching the four skills, then in teaching vocabulary content and grammar rules. After that, the difference between authenticity and simplicity was established. Moreover, authentic materials are taken as they are in their original form, whereas simplified ones are modified in order to meet specific needs. Finally, the criteria of selecting appropriate materials were identified (accuracy, appropriacy, range, flexibility, and size), the characteristics of a motivating material were explained (credibility, up-to-date materials, and attractive materials), t

21ESP materials Materials selection, adaptation, or writing is an important area in ESP teaching, representing a practical result of effective course development and providing students with materials that will equip them with the knowledge they will need in their future business life. One of the most important issues regarding ESP materials selection and/or writing is whether the materials selected should be solely or primarily subject specific and what the most appropriate ratio of general materials to subject-specific materials is. General materials focus on one’s general ability to communicate more effectively, while subject-specific materials focus on a particular job or industry (Ellis and Johnson, 1994). When carefully selected, both general and subject- specific materials will equip

21As Ellis and Johnson emphasize, the choice of materials has a major impact on what happens in the course. This impact is demonstrated on the following three levels: - It “determines what kind of language the learners will be exposed to and, as a consequence, the substance of what they will learn in terms of vocabulary, structures, and functions”; - It “has implications for the methods and techniques by which the learners will learn”; - Last but not least, “the subject of or content of the materials is an essential component of the package from the point of view of relevance and motivation”. The selection of ESP materials should thus above all depend on the needs of the learners in relation to their future or present jobs: that is, materials should focus on the appropriate topics and incl

21Materials evaluation is an important part of materials selection as well as the materials development process. In both cases, evaluation is primarily “concerned with relative merit. There is no absolute good or bad – only degrees of fitness for the required purpose”. An evaluation of printed ESP materials will thus above all serve to locate the materials that will best suit the learners’ needs with regard to their future or current work area. When no suitable printed materials are found, the evaluation of existing materials can serve as a springboard for development of in- house produced materials. In-house produced, tailor-made materials themselves should also be evaluated in order to provide the basis for their revision with a view to improving their quality and their suitability to th

21filled in the questionnaire. Seven questionnaires were incomplete, and the results of the remaining 70 questionnaires are discussed below. 2.2. Different ways of presenting vocabulary After having defined the different parts vocabulary consists of, it is time to talk about how to present new words and which different steps are included in this process. First of all, the teacher should give a concise definition of the new word. That means to give a definition describing the new word using only few words and not to use the word in context at this point. It is similar to a definition in a dictionary. Afterwards, the teacher should describe in detail what the word means and describe its qualities or even the appearance. In addition to that he should give examples of how to use the new word c

21It is always important that the teacher pronounces the new word before he spells or writes it on the board. Firstly, there should be the “ science ” and then the “character”. The students should know how to pronounce and use the word in spoken language before they use it in written language and write whole texts using new words. The ways and techniques of the vocabulary presenting are important for the vocabulary acquisition. The teacher must take into account what item is presented because some techniques are more suitable for particular word types and some are less. Most of the researchers agree that the item “should not be presented in isolation and should not be learned rote memorization. It is important that new vocabulary items be presented in context rich enough to provide clue to

21but also on how you, and what you do, affect their attitudes toward the language and the people who use it.” This chapter is devoted to some exercises that can be used in English lesson. You can use everything what is included in vocabulary items for them, which is the meaning, form, spelling and others that I mentioned in the theoretical part. The Meaning and form There are many ways how to use the meaning and form of a word for teaching. I suggest several simple tasks here that I came up with. The tasks can be assigned for work in the lesson or as homework. - referring to the meaning - think up at least two synonyms of a verb book , a noun request and adjective boring - think up at least eight hyponyms of vegetable and fruit - think up (or look up in monolingual dictionary) a word havi

21- it is necessary to explain terms ‘hyponymy’, 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 pair. They should look it up in monolingual dictionary and then prepare themselves to describe it, either by oral explanation or any demonstration. - referring to the form - find or think up two or three words that can be joined with the prefixes non-, auto-, bio-, super-, pre-, uni-, sub- and de- and try to explain their meanings and meanings of the prefixes. Choose the correct negative form: - inpredictable X unpredictable weather - impersonal X inpersonal manner - illegal X inlegal action - nonregular X irregular activity. Revision and testing of vocabulary It is not needed to remind

21Richards and Nation list the different things learners need to know about a word before we can say that they have learned it. These include: 1. The meaning(s) of the word 2. Its spoken and written forms 3. What “word parts” it has (e.g., any prefix, suffix, and “root” form) 4. Its grammatical behavior (e.g., its word class, typical grammatical patterns it occurs in) 5. Its collocations 6. Its register 7. What associations it has (e.g., words that are similar or opposite in meaning) 8. What connotations it has 9. Its frequency To these we could add whether a word has a strategic use and if it has any special uses that are different in registers such as conversation or academic writing. So we can already see how important it is to use a corpus in order to give our learners all the right in

21word. For example, we can focus occasionally on how to express opposite or similar meanings for a set of vocabulary we are teaching, show students what is useful to learn about the forms of nouns or verbs, or how prefixes and suf fixes can help build vocabulary knowledge quickly. Giving students practice in manipulating these different areas of knowledge teaches useful learning strate gies they can apply to learning other vocabulary. We should also encourage students to look at learning the various meanings of an item of vocabulary as a gradual, incremental process, and show them how they can come back to a word they have previously “learned” to add more information about it, such as other meanings, or how to create an opposite meaning using a prefix. Another issue to consider is which v

21There are different ways to know a word or phrase. However, the main distinction is between passive and active vocabulary – related to receptive and productive skills (or recognition and use) respectively. Average native speakers of English have 6 to 7 thousand words in their active vocabulary and about 25 thousand in their passive vocabulary. However, the current estimate of the English vocabulary resource is over one million words. Establish that the ratio between active and passive vocabulary with English learners is similar to that of native speakers and that learning vocabulary entails two interdependent objectives: - To increase passive vocabulary , the number of words students can recognize, understand and remember. - To increase active vocabulary , the number of words students ca

21- just giving the answers, or writing them up on the board; students self-check and then respond only if there is a problem; - giving them five minutes to check through the answers in pairs, asking you only if there is a problem; - taking in their homework to check at home (obviously you can’t do this every time, too time-consuming, but occasionally you can, and it saves time in class). There are some assumptions that lead us to teach vocabulary not very efficiently, and which are not in fact true. Let’s look at some of these. 1. You shouldn’t translate new words into L1. Use other means as well - pictures, mime, explanations, examples – but don’t feel guilty about clarifying by means of the L1. And of course later review should be mainly in English: but for the first encounter, L1 can b

21minority of cases does the surrounding context make the meaning of an unknown word clear. So don’t waste time pushing students to infer words in class: just tell them what they mean. (That doesn’t mean that inferring from context is useless – students will use it in their own independent reading – only that it’s not a very efficient way to teach new words in class). 5. It’s enough to expose a learner three or four times to a new word for them to learn it. This isn’t enough. According to research, a learner will only master a new item if he or she gets ten or more opportunities to review (some say as much as 20). So it’s important to review new items you taught at the end of the same lesson, and again in the next lesson; but then remember that you’ll need to come back to them after a week

212.3. Methods and principles of using the new course book “SCALE UP” The Decree of the President of the Republic of Uzbekistan PD-1875 as of 10 December 2012, “On Measures on Further Improvement of Teaching of Foreign Languages”, was the essence of the country’s reforms in the field of foreign language learning. Since the adoption of the system-generating decree all the work in this area has been intensified and major reforms in modernization of teaching foreign languages at all levels of continuous education have started. According to the targets set by the Government of the Republic, new State Educational Standards, based on international experience – CEFR were adopted. In 2013, on the initiative of the Ministry of Higher and Secondary Specialized Education of the Republic of Uzbekistan

21requirements. Meaningful topics and materials are designed so that they enhance students’ horizons and provide a thought-provoking, purposeful approach to learn English, including autonomous learning. Each lesson starts with colorful lead-in activity shifting students focus on new topic. Lead-in activity is followed by listening and speaking and then grammar, reading, writing activities respectively. Reading and listening have pre-, while-, post-activities which allow students practice their receptive skills. In addition to language practice, users are provided with interesting facts in ‘Did you know...’ section, which carries both informative and sobering effects. A complete package consists of ‘Student’s Book’ and ‘Workbook’ for students, with ‘Teacher’s Book’ designed for teachers. Au

21Teachers’ book is right there to help them to get answers to the questions above. In this book each lesson plan is ready to be delivered, assisting you in creating a lively and friendly learning atmosphere. Teaching strategies All the strategies employed in Scale Up aim to promote learning by focusing on personal engagement, both intellectual and emotional. This helps ensure that we never lose sight of meaning as the key ingredient in effective language learning. Accessible topics and tasks Each unit is built around a set of three related topics followed by review. They provide an interesting and wide-ranging selection of subjects about which most students have something to say. The tasks in Scale Up have been designed to set up opportunities for genuine communicative exchanges. Interact

21up according to their birthdays or months. When students stand in a line you can pair them up calling one from the beginning of the line and one from the ending of the line. This technique is also a good icebreaking activity which can be used at the beginning of the lesson. Possible answers In some lessons possible answers are suggested to the questions and tasks for your convenience. Please note that these answers are possible but there may be other options as well. ‘All answers are acceptable’ statement shows the acceptability of students’ diverse ideas. Eliciting We also encourage you to elicit as much from your students as possible as opposed to the lecturing. We believe that students are knowledgeable and experienced and we value their contributions and ideas. Personalizing This tec

21www.turnitin.com, www.grammarly.com. If you face to some of the following problems, there are some suggestions to solve them: Follow the B2 level and never come down as this is up to YOU and students’ orientation to SCALE UP at this level. 40 40 www.journal.fledu.uz

21Conclusion Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples’ verbal interaction. However, language itself is not only individual lexemes put together, but it is necessary to follow a set of grammar rules to assure correct comprehension of speaker’s intention. Therefore, vocabulary together with grammar rules acquisition plays significant role in foreign language teaching. This piece of work aims to highlight the importance of vocabulary learning as an essential part in foreign language learning. Although it has been neglected for many decades, during the 80s it became a ‘hot’ topic for researchers. Lexical knowledge is central to communicative competence

21satisfying goals in ESP process of learning. I also pointed out some differences between the role of ´ESP´ and ´General English´ teacher and stressed the importance and possible ways of evaluation. I mentioned ´learning centred approach´ based on learners´ needs, expectations and learners´ way of learning language. They are mainly learners´ needs that must be met rather than teachers´ ones and it depends on learning strategies and teachers´ attitude to ESP course that is why a motivation was emphasized as a necessary part of a learning process as well. Based on a brief overview of some basic characteristics of ESP and different writers’ views on materials selection and/or writing in ESP, it can be concluded that there are no absolute criteria to rely on when selecting teaching/learning m

21course book designed by group of specialists for the colleges and academic lyceums of Uzbekistan. According to our research findings “English B1” course book is a new exemplary ready-made material for the education system of our country. The course book is a pioneer of ESP materials so far and thus there are some flaws and drawbacks in it. Among the most mentioned flaws of the course book we may mentioned the fact that there are few or almost no content that is relevant to the specialties taught at vocational colleges in Uzbekistan. However, as the results of the study suggest the course book has its own achievements in terms of skills integration, design, layout and content. Based on the evaluation of the course book we may conclude that no matter what course books are available for ESP

21References 1. Karimov I. A. Ilmiy – tadqiqot faoliyatini takomillashtirish to’g’risida // “Xalq suzi”, March 15, 2002. 2. “ On measures to further improvement of foreign language learning system”, “Xalq suzi”, December 10, 2012. 3. The Law of the Republic of Uzbekistan “On education”, 1997, 23pp. 4. Abbos Iriskulov, Uzbekistan Scientific Practical Innovations Centre, Tashkent, Uzbekistan. 5. Azamat Akbarov, Vice-Rector For Scientific Research And International Relations, International Burch University, Sarajeva, Bosnia and Herzegovina. 6. Breen, J., and D. Candlin. 1980. The essentials of a communicative curriculum in language teaching. Applied Linguistics, 1, 2. 7. Cambridge Advanced Learner’s Dictionary . India: Cambridge University Press, 2003. 8. Cameron, L. (2001). Teaching language

2115. Hatch, E. & Brown, C. (1995).Vocabulary, Semantics, and Language Education. Cambridge: Cambridge University Press. 16. Herrel. A.L. (2004). Fifty strategies for teaching English language learners . An ESL teacher‘s tool kit. 2 nd ed. Winnipeg. Canada. Penguin Publishers. 17. Hutchinson,T. and Waters, A. (1987). English for Specific Purposes: A Learning Centred Approach. Cambridge: Cambridge University Press. 18. Ismoilkhudja Ibragimkhadjaev, Tashkent State University of Economy, Tashkent, Uzbekistan 19. Kennedy, C. and Bolitho, R. (1984). English for Specific Purposes. Hong Kong: Macmillan Publishers Limited. 20. Lewis, M. (1993), THE LEXICAL APPROACH, Language Teaching Publication, England. 21. Lesly Kirkham, TESOL (Teachers of English to Speakers of Other Languages) International A

21Internet sources 31. en.wikipedia.org 32. http://ntu.ac.uk/adq/teaching/scale_up/support_resources/index.html 33. ntuscaleup@ntu.ac.uk 34. www.britishcouncil.or.th/en/ english /.../ teaching - methods 35. www.ec english .com/ teaching - methods 36. www.gglit.uz 37. www.journal.fledu.uz 38. www.learn english .de/ Teachers /creative methods .html 39. www.ncge.org/ 40. www.onestop english .com 41. www.supportreal teachers .org 42. www.teachingenglish.org.uk

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