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through exercises (multiple choice, gap filling, word formation, etc.). This kind of vocabulary testing
usually takes the form of a written task. However, the newly acquired vocabulary can also be tested
and revised orally, by regularly asking words from the active vocabulary. A quite interactive method
of refreshing the newly-acquired vocabulary is to write a sentence on the blackboard that the teacher
composes of the words from the active vocabulary. [6]
After writing the sentence on the blackboard, the teacher asks the students to paraphrase the
underlined parts using synonyms or definitions. It should be noted, that paraphrasing is not only an
excellent means of revising the vocabulary, but it also improves the analytical skills of students. The
teacher chooses a text containing the active vocabulary, underlines special parts in it, asking students
to express the same in other words. In order to make students more interested in the vocabulary
learning process and to involve more and more students, teachers may organize an activity (game).
This is a method used in classroom that can motivate students: the teacher divides the classroom into
groups (two or three, depending on the number of students) and calls one student from each row to
the blackboard. The blackboard is divided respectively into columns. The teacher writes a word on
the top of the blackboard and asks students from each row to write a word with the last letter of it,
exclusively from the newly-acquired vocabulary.[4]
In sum up effective vocabulary techniques are crucial in teaching and learning process.The
learning process becomes smooth and useful, students become more motivated. This kind of approach
can create a student-oriented classroom, which is an essential precondition both in the teaching and
learning processes.
REFERENCES
1. Allen V. Techniques in Teaching Vocabulary. Oxford: Oxford University Press, 1983.
2. Carter R. Vocabulary: Applied Linguistic Perspectives, 2nd ed. London, 1998.
3. Larsen-Freeman D. Techniques and principles in language teaching. Oxford: Oxford
University Press, 1986.
4. Lewis M. Implementing the Lexical Approach. Hove: Language Teaching Publications,
2000.
5. Meara P. Vocabulary acquisition: a neglected aspect of language learning // Language
Teaching and Linguistics Abstracts, 13 (4), 1980.
6. Meara P. The Study of Lexis in Interlanguage // A. Davies, C. Criper & A.P.R. Howatt (eds.)
Interlanguage. Edinburgh: Edinburgh University Press, 1984.
7. Nunan D. Language Teaching Methodology: A Textbook for Teachers. New York, 1998.
8. Wilkins D. Linguistics in Language Teaching. London: Edward Arnold, 1972.
9. Wilkins D. Second-Language Learning and Teaching. London, 1974.
ENHANCING VOCABULARY ACQUISITION THROUGH SKELL: A CORPUS-
BASED LINGUISTICS APPROACH
Boymirzayeva Dilnoza - EFL teacher,
Vosiq International school, Tashkent
Kakilova Ugilkhon - EFL teacher,
Specialized Secondary school #14, Andijan
This article analyzes the multifaceted importance of corpus-based linguistics in English
language education, focusing on its crucial function in fostering authentic language use, facilitating
research-based teaching methodologies, and increasing students' linguistic competence across
registers and contexts. Through an exhaustive review of current literature and empirical evidence,
this paper highlights the transformative influence of corpus-based approaches on language learning,
vocabulary development, error analysis, and research skill advancement.
The introduction of corpus-based linguistics has resulted in an important shift in teaching
the English language. This move indicates a recognition of the transformative significance that actual
language data has in influencing language teaching. With the spread of digital corpora and advances
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in computational linguistics, educators now have unparalleled access to enormous collections of real-
world language use.
Corpus-based Linguistics is almost a new teaching method in our country. It helps to teach all
skills in new ways and methods. Apart from this this method makes the learning process more
engaging and meaningful, as well as helps to organize learner-centered classroom. Learners acquire
the language based on authentic content. In most cases, teaching grammar, and other language skills
can be boring for learners. While working with Corpora, as learners will be fully engaged to the
learning process, learning will be more enjoyable. Students can find information by themselves, and
the materials are from real English speakers.
There are some useful Corpora in the field of teaching English for adolescent learners, and
Sketch Engine for Language Learning (SKELL) is one of them. SKELL is a corpus, where can be
found clear information about words, collocations, examples, and thesaurus in English for English
language learners. As SKELL is a simple tool to use and understand both for students and teachers I
have chosen it. Here I would like briefly explain my choice on using SKELL in my classes.
Firstly, words can be easily checked in a particular word or phrase, that is used by real English
speakers. There are given examples with the words/phrases, that can be easy to learn how to use the
words in the context.
Secondly, SKELL is free to use, no registration or payment is needed. And also, SKELL gives
good examples of the word or phrase for learners rather than Google search.
And then, nowadays SKELL is widely used in another languages, like Russian. That means it
is more beneficial for my students to use it in their Russian classes to find information about a
word/phrase.
Additionally, working on SKELL is suitable for learners’ age and level, of course. Because,
choosing age suitable technology for English classes is very essential part of the lesson, and teachers
are always responsible in implementing technology into their classes. As it is stated in Kiddle (2013)
technology that we are implementing in our classes should be equal to the cultural competencies,
social skills, as well as learners’ needs, and all of these requirements should be involved in using
digital technology in language classes [2].
Finally, as we live in the century of technology, learners should know how to use technology
properly in and beyond the classroom. Because, integrating technology to the classroom makes our
classes more engaging and increases learners’ critical thinking skills and creativity. As it is stated in
Hanson-Smith (2018) technology integrated teaching/learning/course not only promotes active,
mindful, conscious learning, as well as interaction among students, but also increases student-teacher
and student-student interaction [1]. And teacher- student, student-teacher interaction is one of the
important approaches in TESOL requirements [4].
Apart from this, learning new words, working with them always cause issues for students. In
most cases students do not want/eager to learn new words, because almost in all lessons they have to
work with new vocabulary. Here SKELL is one of the effective and engaging ways of not only in
teaching new vocabulary to adolescent learners, but also it helps to increase learners’ writing skills,
creativity and outlook. Because, while creating their own short stories, learners improve their writing
skills, and they have to think creatively. This method also promotes learning from each other, that is
one of the effective methods in teaching English, and demonstrates learner-autonomy.
For these purposes it is highly recommend to work with SKELL for teachers, who guides their
students’ different language exams/tests, like International English Language Testing System
(IELTS), Scholastic Assessment Test (SAT), and others, because synonyms are very important in
those exams.
REFERENCES:
1.
Hanson-Smith, E. (2018).
CALL (computer-assisted language learning) materials
development.
In J. I. Liontas 9Ed.), TESOL encyclopedia of English language teaching (pp-1-7).
2.
Kiddle, T. (2013)
Developing Digital Language Learning Materials.
In B. Tomlinson (Ed.).
Developing materials for language teaching (p-206). Bloomsbury Publishing.
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3.
Sketchengine.eu/skell/
4.
ENHANCING SPEAKING SKILLS IN NON-PHILOLOGICAL EDUCATION
THROUGH INNOVATIVE TECHNOLOGIES
Nigora K. Dauletiyarova, assistant
NSPI, Nukus,
Effective communication skills, particularly speaking proficiency, are crucial in various
professional domains beyond philological disciplines. However, students in non-philological fields
often encounter challenges in developing speaking skills due to a lack of emphasis on language
learning. This article examines how innovative technologies serve as invaluable tools in augmenting
speaking proficiency among students in non-philological spheres of education.
Understanding the Challenge: Students pursuing education in fields such as science,
engineering, business, and medicine often prioritize subject-specific knowledge over language
acquisition. Consequently, they may have limited exposure to speaking opportunities in the target
language, hindering their linguistic development [2;29].
Speaking skills are indispensable in today’s globalized world. While traditionally associated
with philological education, the need for proficient speaking skills extends to various disciplines.
Non-philological fields such as science, technology, engineering, and mathematics (STEM)
increasingly emphasize communication abilities for collaboration, presentations, and networking.
Innovative technologies offer promising avenues to enhance speaking skills across disciplines. This
article explores the intersection of non-philological education and innovative technologies to foster
speaking proficiency.
Integration of Innovative Technologies: To address this challenge, educators are increasingly
leveraging innovative technologies to enhance speaking skills. Digital platforms, mobile applications,
virtual reality (VR), and augmented reality (AR) offer interactive and immersive tools for language
practice, catering to the diverse needs of learners [6;769].
Digital Language Learning Platforms: Digital platforms like Speakly, Speechling, and iTalki
provide structured speaking exercises and opportunities for real-time interaction with language tutors
or native speakers. These platforms offer personalized feedback, allowing students to refine their
pronunciation and fluency [3;98].
Mobile Applications: Mobile applications such as Tandem and HelloTalk facilitate language
exchange with native speakers worldwide, offering an immersive environment for speaking practice.
These apps employ features like voice messaging and video calls to promote authentic
communication experiences [5;104].
Virtual Reality (VR) and Augmented Reality (AR): VR and AR technologies provide simulated
environments for language practice. VR applications like MondlyVR immerse students in virtual
scenarios, such as ordering food at a restaurant or giving a presentation, enabling them to practice
speaking in context. AR apps overlay digital elements onto the physical world, offering interactive
language learning experiences [1;529].
Language Learning Games:Gamified language learning platforms like FluentU and LingoDeer
integrate speaking exercises into gameplay. By engaging in interactive challenges and role-playing
scenarios, students can enhance their speaking skills while enjoying the learning process [7;122].
Personalized Learning: Innovative technologies enable personalized speaking practice tailored
to individual learner needs. Adaptive learning algorithms analyze student performance data to deliver
customized speaking exercises and feedback, ensuring targeted improvement [9;422]. Collaborative
Learning: Technology facilitates collaborative speaking practice through online platforms and social
media. Virtual discussion forums and language exchange communities allow students to engage in
group conversations and receive peer feedback, fostering a supportive learning environment [4;281].
In addition to technological tools, peer interaction and collaboration play a crucial role in
enhancing speaking skills in non-philological education. Group discussions, role-plays, and
