Volume 02 Issue 06-2022
31
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
06
Pages:
31-36
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article focuses on word choice in German language teaching. The authors illustrate the various features and
characteristics of words that are important as selection criteria with specific examples. Similarly, in language learning,
emphasis is placed on the importance of words. In addition, a detailed analysis was made of the need for words, their
comprehensibility and ease of learning.
KEYWORDS
Language, criteria, words, specific, amount, nature, communication, classification, adjective, number, verb, rhyme.
INTRODUCTION
It is impossible to learn a language without learning
words. But it is difficult to know all the words in the
language. Therefore, the words that need to be
studied should be selected. Word choice for teaching
purposes has a long history. The selection process is
important and involves solving a number of problems.
These include the object of selection, the unit, the
principles, the sources, and so on.
Research Article
SELECTING WORDS FOR GERMAN LANGUAGE TEACHING
Submission Date:
June 05, 2022,
Accepted Date:
June 15, 2022,
Published Date:
June 27, 2022
Crossref doi:
https://doi.org/10.37547/ajps/Volume02Issue06-07
Saydaliyev Saidumar
Docent NamSU, Uzbekistan
Rakhimov Khusniddin
Teacher NamSU, Uzbekistan
Shamshitdinov Ulugbek
Teacher NamSU, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajps
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 06-2022
32
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
06
Pages:
31-36
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
The amount of words is integral to the purpose of
education. How many words and which words should
be studied? The answer to the question becomes clear
after defining the purpose of education. For example,
the amount and nature of words learned in preparation
courses for a particular activity (hostess, taxi driver,
waiter, tour guide) are radically different from those in
general education.
According to the sources, for everyday communication
it is necessary to understand 8000 words in the native
language and to use 2000 words. The most commonly
used texts in everyday life are:
The first thousand words make up 80%
The second thousand words make up 8-10%
The third thousand words account for 4%
Fourth thousand words 2%
Fifth thousand words 2%
That's 95% of the total. (Deler, 1986: 7)
The issue of word choice has a long history, starting
with the famous Czech educator Jan Amos Kamensky.
A closer look at this issue shows that it is
recommended to choose a different number of words.
The authors consider different features and
characteristics of words as important as a criterion for
selection.
Subject matter - Themenbezogenheit (Wohnen,
Sport, Umwelt);
Multiple use - Häufigkeit des Auftretens;
General criteria (space, time) - Raum, Zeit;
Aesthetic criteria - Aesthetic (Wortklang);
Depending on the situation - Situativbezogenheit
(Sprachhandlungen);
Productivity for word formation - Productivity for
word formation;
Significance - Bedeutsamkeit (Bildungswort);
Universality - Universalität (Allerweltswörter).
Based on the requirements of language education,
the above criteria were supplemented by
Professor G. Neuner:
Necessity - Brauchbarkeit - importance for
educational purposes;
Comprehensibility - Verstehbarkeit;
Ease of study - Lernbarkeit
The Lernbarkeit criterion is important for the
educational process.
The ease and difficulty of learning the word comes
first. According to G. Neuner, the following words in
German are easy to learn:
Words related to specific situations and actions in the
student's experience;
Words whose content and form have entered the
context;
Words whose content and form have entered the
context;
Mazmuni va shakli kontekstga kirgan so‘zlar;
Words that have entered the context in content
and form;
Mazmun va shakl jihatdan kontekstga kirgan
so‘zlar;
Words that are close to the reader in content and
emotion;
Words that are interesting to read and write;
Words that are close in content and form to the
students' native language (except for "fake friends
of the translator"). (Neuner, 1991: 79)
Words can be divided into three groups in terms of
learning.
Volume 02 Issue 06-2022
33
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
06
Pages:
31-36
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
In particular, easy, moderately difficult and very
difficult words. It should be noted that such a
classification of words is inextricably linked with the
level of knowledge, individual characteristics, interests
and interests of students.
Therefore, the ability to differentiate sharply according
to the acquisition of words is limited. The usefulness,
comprehensibility and ease of learning of words should
also be taken into account.
However, from the point of view of mass learning of
the language, the need for words comes first, and their
comprehensibility and ease of learning do not take
second place.
A word is the smallest unit of language that has an
independent meaning. It is the building block of
language and cannot be communicated without
words. In the process of communication, not individual
words, but they are used in the text. Therefore, the
concepts of working on the word and the text are
inextricably linked.
Words are classified from different perspectives. In
particular, linguistically they are classified as follows:
According to word groups;
Independent words: noun, adjective, number,
verb, rhyme;
Auxiliary words: article, preposition, connective,
auxiliary, loading;
According to the structure: primitive, artificial,
simple, compound;
According to the meaning: synonym, antonym,
homonym;
By origin: foreign, international.
Classification of words has been proposed,
substantiated and implemented differently by
different authors in terms of lexicology, grammar,
stylistics and other areas.
From the point of view of education, words are
classified as follows:
1.
Productive vocabulary - Äusserungswortschatz,
Mitteilungswortschatz, aktiver / reproduktiver
Wortschatz; Words used to express an idea. Such
words include, first of all, auxiliary words;
2.
Receptive vocabulary - Verstehenswortschatz,
passive / receptive Wortschatz: words used to
understand an idea;
3.
Potential
vocabulary
-
potenzieller
/
komplementärer Wortschatz: words that the
reader has not specifically learned, but can
understand when encountered, for example, all
compound and artificial words. The amount of
these words depends on the volume of productive
and receptive vocabulary and the quality of
assimilation. As the volume of productive
vocabulary increases, the potential vocabulary will
increase.
Words and difficulties in their acquisition When people
use words in their native language, they involuntarily
perform complex activities. When speaking, words are
pronounced fluently, with accents, understandably, or
when they are written, they are written on paper in
accordance with the rules of orthography, calligraphy,
reading, they are connected, separated, varied and will
be displayed.
When people listen to each other, they distinguish
words, recognize them and connect them with
meaning. Listening to or reading a word is inextricably
linked with the development of a number of skills.
Volume 02 Issue 06-2022
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American Journal Of Philological Sciences
(ISSN
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2771-2273)
VOLUME
02
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Pages:
31-36
SJIF
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(2022:
5.
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)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
For example, to pronounce and understand the word
Schloss, you need to know the following components.
a)
Schloss, Schloß, Schlos - spelling-graphische /
ortographische Kompabilität.
b)
(Königs) schloß, (Tür) schloß - ma
‟
nosi - semantic
Compabilität.
c)
Walter besucht das Schloß, er schloß auf / ab / zu /
an - Compatibility.
d)
Wohnhaus, Schluppen, Schluß - methodical
application - stylistic Compabilität.
e)
[∫los] - [∫loese] - pronunciation - phonetische
Kompabilität
f)
Schloß, - Schlösser- spelling and grammatical
features -graphische / grammatische Kompabilität
It is impossible to learn a language without learning
words. Any field - grammar, phonetics, spelling, etc. - is
connected with the word.
Words are studied at the level of meaning. Auxiliary
words are used to connect independent words. In
order to learn new words, it is necessary to listen, read,
pronounce, write, use, understand the meaning in the
context.
Word learning - Lernbarkeit - depends on the ease and
difficulty of the word.
Difficulties in word learning cannot be defined in the
same way for all students. Reason:
Each student has an individual character. He has his
own interests, hobbies, opportunities.
Each student has a unique experience of language
learning.
Certain words are easy to learn and others are
difficult.
Each word causes different difficulties in learning.
For example, independent and auxiliary words,
synonyms, phrases, etc.
In the process of learning words, there may be
groups, for example, words that are difficult and
easy to pronounce, words with clear meaning /
abstract words, nouns / verbs, synonyms / words.
p-meaning words, general meaning / field words. In
the groups of words listed, the former is easier to
assimilate than the latter.
Homework:
From the list of words below, mark the words that are
difficult to learn and explain why.
1. Lehrer
2. Lernen
3. Lehren
4. Schreiben
5. Beschreiben
6. Schreiber
7. Verscheiben
8. Einschreiben.
Difficulties can be divided into two groups:
1.
Difficulties in the learning process: pronunciation,
writing, remembering, deciphering, etc.
2.
Difficulties in the process of use: adaptation to the
speech situation, lack of, ability to feel the
language of the native speaker, etc. Latzel (1993:
179) has the following types of difficulties in
learning words:
Pronunciation difficulties;
Differences in writing and reading;
Morphological difficulties;
Syntactic difficulties;
Differences in meaning from the native language;
Volume 02 Issue 06-2022
35
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
SSUE
06
Pages:
31-36
SJIF
I
MPACT
FACTOR
(2022:
5.
445
)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
Multiple zeros.
Homework:
Give examples of the above difficulties.
Homework:
What learning activities and mental operations should
students master first? Insert in order,
Understand words from a foreign language;
Pronunciation and spelling of words;
Distinguish the meaning of words;
To use morphologically and syntactically correct
words;
To be able to use words in accordance with the
situation of speech.
Homework:
What skills and abilities are required from students to
perform the following exercises?
a) Substitution tables;
b) Phonetic exercises.
Working with lexical material is the basis for the
following
methodological
conclusions.
Strict
adherence to these conclusions in the process of
working on the lexical material of the language ensures
the success of language learning:
Vocabulary is a complex subject of the educational
process;
The fact that the vocabulary is not quantitatively
limited, it is necessary to limit it for the purpose of
language learning;
At the end of the stages of education the volume
of vocabulary is determined relatively;
Vocabulary work continues at all stages of
education.
Presentation of lexical material and explanation of the
meaning of words
A word, a lexical unit, a presentation of lexical
knowledge means to bring to the attention of students
new, unfamiliar or lexical material that needs to be
practiced or repeated.
When performing lexical exercises, it is necessary to
pay attention to the following:
1.
In what form is the vocabulary presented (in the
composition and style of texts, drawings,
diagrams, etc.)?
2.
Are new words highlighted in the exercise?
3.
Is it possible to know the productive, receptive and
potential vocabulary in exercises?
4.
Is the grammatical material connected with
vocabulary?
5.
How to assess the lexical skills associated with the
retention of vocabulary?
6.
Are the lexical tools presented effectively and
interestingly?
Analysis of lexical materials in textbooks shows that
they are presented in different order and do not have
the same pattern of presentation. As a form of
presentation, the following are common. In particular,
annotated or non-annotated texts, pictures (photos,
drawings, diagrams, etc.) for listening or reading, often
with explanations and comments, along with a list of
words / glossar.
Pictures perform many functions. Including,
Provides naturalness;
Makes it easier to imagine;
Supports students' visual memory;
Volume 02 Issue 06-2022
36
American Journal Of Philological Sciences
(ISSN
–
2771-2273)
VOLUME
02
I
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06
Pages:
31-36
SJIF
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MPACT
FACTOR
(2022:
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)
OCLC
–
1121105677
METADATA
IF
–
5.963
Publisher:
Oscar Publishing Services
Servi
Encourages reading and learning;
Makes it easier to understand a situation, event,
event, topic and word.
A list of words is useful only if it provides additional
information to the reader.
Homework:
What information can be found in the following list of
words?
Given in alphabetical order;
Given in paragraphs;
The article of horses is given;
Shown on the pages;
Emphasis added;
The length of the flour is given;
A large number of horses are given;
Incorrect verbs are given with an asterisk;
On the left there are words related to the topic, on
the right there are words related to the topic.
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