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EFFECTIVE TECHNIQUES OF IMPROVING VOCABULARY OF B1 LEVEL
LEARNERS
Miyasar Azatbaeva Satbaevna
Master’s student at Nukus State Pedagogical Institute named after Ajiniyaz
When it comes to language learning, vocabulary acquisition plays a crucial role in developing
proficiency in a foreign language. As learners progress from beginner to intermediate levels, they
need to expand their vocabulary to express themselves more accurately and fluently. In this article,
we will explore the effectiveness of teaching words with synonyms to B1-level learners and how it
can enhance their vocabulary learning experience. One of the goals of studying English is to improve
communication skills. If children learn the words of the English language, they will be able to talk
well. If they have a vast vocabulary, they will speak whatever they want since it is superior.
David Wilkins asserted the significance of vocabulary. "Very little can be communicated
without grammar, and nothing can be communicated without vocabulary." [1] He added that
acquiring more vocabulary and expressions will lead to greater improvement. People can say anything
they want to with words, but they can only say a limited amount with grammar because they speak
with words most of the time rather than grammar.
While learning a language, teachers should be aware of their students' word knowledge.
Increasing word awareness is one of the four techniques. The author noted that many junior high
school students struggle with vocabulary. Because of their limited language, it was conceivable. In
Richards' book, it is stated that there are around 2000 words that pupils should be familiar with
because they appear frequently in written literature. The vocabulary was taken directly from the
textbook, and the students were instructed to search up the definitions in dictionaries. [7]
The learners won't be aware that other terms have the same meaning because they don't often
hear them because the teacher only concentrates on the desired outcome. In most cases, students were
unaware of whether or not they found a new term that precisely had the same meaning as existing
ones. The author of this study set a cap on the number of words that readers needed to master at 40.
[3]
Students should be able to comprehend the meaning of the texts they read, as stated in the
reading skill curriculum, "Students should able to response the meaning on the simple essay or text
accurately and fluently related to daily-environment in descriptive and recount text." By correctly
responding to the questions based on the text, the students were anticipated to be able to respond to
the meaning of the straightforward text. [4]
Grammar is not as important to pupils' comprehension of what they hear and read or how to
interact with others as vocabulary is. People are unable to communicate their ideas or understand
others without an adequate vocabulary. The majority of literacy skills required for language learning
are diverse.[8]
Lack of vocabulary is one of the causes contributing to students' failure to learn English. One
of the key components in building effective communication is vocabulary. The students cannot speak
or write well if they lack the vocabulary necessary to express their thoughts and feelings. When a
good framework is not backed up by a lot of words, the pupil who has mastered it seems to lose its
purpose. In other words, communication will be pointless without words to represent a variety of
meanings, regardless of how well children master grammar and word sounds. [5]
Teaching Strategies for Synonyms:
1. Word Maps: Creating word maps or semantic webs can help learners visualize the
relationships between words and their synonyms. This technique encourages learners to make
connections and reinforces the meaning and usage of new vocabulary.
2. Group Activities: Engaging learners in group activities such as synonym games or
discussions can create an interactive and collaborative learning environment. Learners can practice
using synonyms in context, share ideas, and learn from one another.
3. Sentence Context: Teaching synonyms within sentence contexts provides learners with
examples of how words are used in different situations. This approach helps learners understand the
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subtle differences between synonyms and their appropriate usage.
Teaching words with synonyms to B1 level learners can be highly effective in expanding their
vocabulary and enhancing their language proficiency. By incorporating synonyms in the teaching
process, learners can develop a more varied and nuanced vocabulary, leading to improved
communication skills. Moreover, the use of interactive teaching strategies can make the learning
experience engaging and enjoyable for the learners. Vocabulary acquisition is a gradual and ongoing
process, and learners should continue to explore and reinforce their knowledge of synonyms and other
aspects of language learning to further enhance their language skills.
REFERENCES:
1 Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman
Publishing, 1991.
2 Hatch, Evelyn and Brown, Cheryl. Vocabulary, Semantics, and Language Education. New
York: Cambridge University Press, 2001.
3 Mukoroli, Joseph. “Effectiveness Teaching Strategies for the English for Academic Purposes
EFL Classroom”. Thesis of Master of Art in Teaching degree at the SIT Graduate Institute.
Battleboro, 2011.
4 Nation, Paul. Teaching Vocabulary. The EFL Professional’s Written Forum, 2005.
5 Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
6 Paribakht, T. S., & Wesche, M. B. (1999). Semantic and structural elaboration in L2
7 Pan, Qi. Vocabulary Teaching in English Language Teaching. Theory and Practice in
Language Studies. Vol. 1. No. 11, 2011.
8 Schmitt, N. (2008). Instructed Second Language Vocabulary Learning. Language Teaching
Research, 12(3), 329-363.
THE BENEFITS OF USING GAMES IN PRIMARY AND SECONDARY ENGLISH
LESSONS
Babajanova K.I. senior teacher of
Nukus State pedagogical Institute
At the present stage of school education development one of the most urgent problems
requiring new ways of solution is the necessity of qualitative improvement of foreign language
knowledge at a small number of hours of academic load allocated to the study of this subject by the
school program. Successful mastering of a foreign language today is a necessary prerequisite for
obtaining interesting work in the country and abroad, strengthening friendship with representatives
of different countries, for continuing studies in international higher education institutions and
professional growth in the chosen field of specialization.
However, unfortunately, most school programs provide 1-2 English lessons per week. This is
far from being enough to ensure a proper level of knowledge of the language when using traditional
methods and forms of work in the classroom.
It is necessary to develop and use new approaches and technologies aimed at increasing the
motivation of students' learning activities and, consequently, the level of language proficiency. And
active teaching methods meet these requirements, because their essence is to interest students, to
make him/her an active participant of the educational process. [1: 68]
Our time is characterized by the search for new forms, methods and techniques of teaching.
Modern school needs teaching methods that would help not only to teach qualitatively, but first of
all, to develop the potential of an individual. Modern teaching is aimed at preparing students not only
to adapt, but also to actively master situations of social change.
At a foreign language lesson a special place is occupied by forms of classes that provide active
participation in the lesson of each student, stimulate speech communication, and promote the
formation of interest and desire to learn a foreign language.
