ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
556
Samarkand State Institute of Foreign Languages
EFFECTIVE TEACHING TECHNIQUES FOR TEACHING NEW WORDS TO YOUNG
GENERATIONS
Numonova Mexrubon Kaxramonovna
SamDChTI 3-bosqich talabasi
Abruyeva Malika Zafarovna
SamDChTI o’qituvchisi
Annotation:
This article explores to introduce new words within meaningful contexts.
The benefits of using stories, videos, pictures, flashcards, or real-life examples that relate to the
new word are considered. In addition, teaching new words through activities such as word games,
role-playing, or scavenger hunts can help children learn new vocabulary in a fun and memorable
way.
Keywords:
hands-on learning, contexts, stories, discussions, visual aids, experimentation,
vocabulary retention
Effective teaching techniques for introducing new words to young generations are
essential in fostering vocabulary development and enhancing communication skills. As language
acquisition plays a critical role in cognitive development, educators must utilize dynamic and
engaging methods to ensure that young learners not only grasp the meaning of new words but
also retain and apply them in various contexts. From interactive activities and multimedia
resources to storytelling and contextual learning, there are a variety of strategies that can make
vocabulary instruction both enjoyable and impactful. By understanding the needs of young
learners and implementing creative approaches, educators can support language growth and
promote lifelong learning.
One of the most powerful ways to teach new words is to place them in rich, meaningful
contexts. Research has shown that children are better able to understand and remember new
words when they encounter them in context rather than in isolation. This strategy is backed by
Beck and McKeown's (2007) work on vocabulary instruction, which emphasizes that teaching
words through stories, texts, or discussions that naturally use the words in context helps students
develop a deeper understanding [1].
Graves and Watts-Taffe emphasize the importance of cultivating "word consciousness,"
which they define as an awareness and interest in words and their meanings. They argue that
fostering this consciousness is a crucial component of effective literacy programs. The authors
provide strategies to engage students with words, such as:
Creating a Word-Rich Environment:
Surrounding students with diverse and interesting words
through classroom displays, reading materials, and discussions.
Interactive Word Play
: Incorporating games and activities that encourage students to explore
and manipulate words, thereby deepening their understanding and enjoyment.
Modeling Enthusiasm for Words:
Teachers demonstrating their own interest in words can
inspire similar attitudes in students[4].
Children tend to retain vocabulary better when it is accompanied by visual aids. Visual
representations such as images, diagrams, and videos provide concrete associations to abstract
words, making the new vocabulary more relatable. Paivio's Dual Coding Theory supports this
approach, which posits that information is better understood and remembered when it is
processed both visually and verbally.
Hiebert discusses the need for a structured and efficient vocabulary curriculum in
elementary education. She highlights that an effective curriculum should focus on:
High-Frequency Words
: Prioritizing words that students are most likely to encounter in
texts, which can significantly enhance reading comprehension.
Incremental Learning
: Introducing new words in a systematic manner, allowing
students to build upon their existing knowledge gradually.
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
557
Samarkand State Institute of Foreign Languages
Contextual Teaching
: Teaching words within meaningful contexts rather than in
isolation to improve retention and understanding[5].
Repetition and spacing out learning over time significantly enhance vocabulary retention.
This technique is supported by the Spacing Effect, demonstrated by researchers like Ebbinghaus,
who showed that repeated exposure to information over increasing intervals strengthens memory.
Teachers can revisit new vocabulary through different activities to reinforce learning over time
[2].
Additionally, using flashcards is also one of the best technique to teach vocabulary for
young students. Teacher can use some kind of printed flashcards with or without words. Also
teachers can use assossiations, personalization. For example, name of the topic is colors. As
showing colors, teacher can ask questions like “ Do you like this color?”.
Effective teaching techniques for introducing new words to young generations involve a
mix of interactive, engaging, and context-based approaches. Strategies such as storytelling,
visual aids, games, and real-life applications help reinforce vocabulary retention and
understanding. Encouraging active participation, repetition, and meaningful usage ensures that
learners not only memorize words but also comprehend their significance. By creating an
enjoyable and immersive learning environment, educators can foster a lifelong love for language
and communication, equipping young learners with essential skills for their academic and
personal growth.
REFERENCES:
1. Beck, I. L., & McKeown, M. G. (2007). Increasing young children's vocabulary through rich and
focused instruction. The Reading Teacher, 60(3), 314-327.
2. Shomurodova Shahlo. Shomurodova Sh. Imamaliyeva M. The importance of terminology in the
study
of
specialized
language.
Science
and
innovation.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=lpUNsSYAAAAJ&ci
tation_for_view=lpUNsSYAAAAJ:4DMP91E08xMC
3. Makhzuna Sh Ismatova. Use of coaching technologies in auditorium training. International
Scientific
and
Current
Research
Conferences.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=0mLmjKEAAAAJ&c
itation_for_view=0mLmjKEAAAAJ:MXK_kJrjxJIC
4. Rayhona Narzikulova. Phonetic errors in learning English in non-linguistic universities.
Theoretical and applied science.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=Nwrzs00AAAAJ&cit
ation_for_view=Nwrzs00AAAAJ:IjCSPb-OGe4C
5.
Hiebert, E. H. (2005).
In pursuit of an effective, efficient vocabulary curriculum for the
elementary grades. In E. H. Hiebert & M. Kamil (Eds.),
The teaching and learning of vocabulary:
Bringing scientific research to practice
(pp. 243-263). Mahwah, NJ: Lawrence Erlbaum
Associates.
