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can increase students' motivation and interest in reading. Additionally, real literature exist that can be
used to expose students to real-world scenarios.
REFERENCES
1. Brown, H.D. 2001.
Teaching by Principles: An Interactive Approach toLanguage Pedagogy
.
San Francisco State University., H.D. 2004.
Language Assesment: Principles and Classroom
practices
. New York: Longman.
2. Harmer, J. (2007).
How to Teach English
. Essex, UK: Pearson-Longman.
3. Peacock, M. 1997.
The Effect of Authentic Materials on the Motivation of EFL Learners.
ELT Journal Volume 51/2. Page. pp.144-154.
4. Richards, J C. (2001).
Curriculum Development in Language Teaching.
Cambridge:
Cambridge University Press.
5. Tomlinson. (2003).
Developing Materials for Language Teaching
. London: Continuum.
6. Wallace, C.
Reading Oxford
, O.U.P. (1992)
WORD-LEARNING STRATEGIES IN VOCABULARY TEACHING
Rajapova Guldana 4th year student
NSPI, English language and literature
Dauletmuratova Kh. Scientific advisor
NSPI, English language and literature
Intentional vocabulary teaching aims to equip students with the knowledge, skills, and
strategies necessary to expand their vocabulary, enhance their language proficiency, and become
effective communicators in diverse contexts. So far, researchers have come up with a number of
definitions for intentional vocabulary learning. It has been defined by some researchers, as Hulstijn,
as a way of learning where the learner is informed and knows what he or she is going to learn [3:349-
381]. Putting it another way, the tasks are completed based on the target vocabulary. This thesis shed
light on the significance of intentional vocabulary teaching and the effectiveness of various word-
learning strategies in enhancing vocabulary acquisition among language learners.
The deliberate instruction of vocabulary via word-learning techniques is essential for language
learning and understanding. Scholars have emphasised the value of practice and active involvement
while highlighting the efficacy of formal instruction in vocabulary development. To improve
vocabulary learning, a number of techniques have been put forth, including morphological analysis,
context hints, and semantic mapping. By implementing these techniques into instruction, new words
are retained and understood more deeply. In the end, deliberate vocabulary instruction gives students
the tools they need to communicate more fluently and navigate language-rich contexts [1:93].
Laufer and Rozovski-Roitblat stated that the use of mixed-approach methodology,
incorporating qualitative and quantitative data collection techniques highlight intentional of
vocabulary teaching and learning. Initially, questionnaires will be sent to educators and learners in
order to collect data on the methods currently employed in vocabulary instruction as well as word-
learning techniques [4;104-129]. Subsequently, interviews and classroom observations will be carried
out to offer comprehensive perspectives on the application of these tactics and their influence on the
academic achievements of students. Finally, in order to evaluate the impact of deliberate vocabulary
instruction and word-learning techniques on students' vocabulary acquisition and retention, pre- and
post-tests will be given. According to Ernazarova and Dauletmuratova vocabulary learning process
should be a helpful assistant for students that learning new words can be challenging, but it can also
be fun and rewarding [3:511-513].
Word-learning strategies are techniques or approaches that individuals use to acquire, retain,
and apply new vocabulary effectively. Here are several strategies commonly employed in word
learning:
- Context clues: Using context clues involves inferring the meaning of a word based on the
surrounding text. Readers can look for clues such as synonyms, antonyms, definitions, examples, or
explanations provided in the context to deduce the meaning of unfamiliar words.
373
- Dictionary use: Consulting dictionaries, whether traditional or digital, is a fundamental word-
learning strategy. Dictionaries provide definitions, pronunciations, parts of speech, usage examples,
and sometimes etymological information about words. Learners can use dictionaries to look up
unfamiliar words and deepen their understanding of vocabulary.
- Mnemonic devices: Mnemonic devices are memory aids that help learners remember
information more effectively. Mnemonics can include acronyms, visual images, rhymes, or
associations that link the new word with something familiar or memorable. These devices can
facilitate retention and recall of vocabulary.
- Word parts analysis: Breaking down words into their component parts, such as roots, prefixes,
and suffixes, can help learners decipher the meaning of unfamiliar words. By recognizing word parts
and their meanings, learners can infer the meanings of unfamiliar words and identify common patterns
across words.
- Word associations: Creating associations between new words and existing knowledge or
experiences can aid in memory retention. Learners can associate new words with synonyms,
antonyms, related words, or personal experiences to reinforce their understanding and recall of
vocabulary.
- Contextual use: Actively using new vocabulary in context through speaking, writing, or using
the words in sentences helps solidify understanding and retention. Practice in authentic language
situations reinforces word meaning, usage, and application.
- Word mapping: Word mapping involves creating visual representations of words and their
relationships. Learners can create concept maps, semantic webs, or word clusters to organize and
connect new vocabulary with related concepts, helping to deepen understanding and retention.
- Flashcards: Flashcards are a popular tool for vocabulary acquisition and retention. Learners
can create flashcards with a word on one side and its definition, synonym, or example sentence on
the other side. Reviewing flashcards regularly helps reinforce word meanings and associations.
- Word games and activities: Engaging in word games, puzzles, and activities such as crossword
puzzles, word searches, or word association games can make word learning enjoyable and interactive.
These activities promote active engagement with vocabulary and facilitate learning through play.
- Contextual reading and listening: Exposing oneself to a variety of texts, audio materials, and
authentic language contexts provides ongoing opportunities for encountering new vocabulary in
context. Reading extensively and listening to diverse sources exposes learners to a wide range of
vocabulary and language structures. By employing these word-learning strategies systematically and
flexibly, learners can enhance their vocabulary acquisition, retention, and application skills,
ultimately becoming more proficient and confident language users.
The results of the data analysis showed a strong relationship between students' vocabulary
acquisition and retention and the application of deliberate vocabulary teaching and word-learning
techniques. Higher levels of student engagement and increased vocabulary knowledge were reported
by teachers who intentionally used vocabulary teaching tactics. Furthermore, compared to students
who did not use these strategies, those who used word-learning techniques like mnemonic devices
and context cues showed more improvement in their vocabulary.
Based on the analysis and findings of this study, several recommendations can be made to
enhance the intentional vocabulary teaching strategies in lesson planning to effectively enhance
vocabulary acquisition and retention among language learners. It is imperative to offer professional
development opportunities to educators in order to enhance their comprehension and application of
efficacious vocabulary teaching methodologies, hence guaranteeing ongoing enhancements to
vocabulary training. Additionally, it is recommended that students actively participate in word
acquisition to foster a deeper comprehension of language usage. In order to further, improve language
acquisition tactics, future research projects should concentrate on examining the long-term impacts
of deliberate vocabulary teaching and word-learning strategies on language learners' overall language
proficiency and fluency.
To sum up, this thesis has emphasised the value of purposeful vocabulary instruction and the
efficiency of different word-learning techniques in improving language learners' vocabulary
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acquisition. Language learning requires the purposeful teaching of vocabulary using word-learning
strategies, which emphasise the need for practice and active participation in formal instruction to
enhance comprehension. Going ahead, it is advised that teachers and students actively participate in
word-learning techniques in order to foster fluency and successfully negotiate language-rich
environments. Subsequent studies ought to concentrate on investigating the enduring effects of
deliberate vocabulary instruction on the general competency and fluency of language learners.
REFERENCES:
1. Barcroft, J. (2015). The effects of vocabulary instruction on writing. Journal of Basic Writing,
34(1), 93-115.
2. Crowther, D. T., Trost, M., & Narvaez, D. (2016). Active learning vocabulary: Five research-
based principles that support vocabulary instruction for emergent bilingual students. Journal of
Educational Research and Practice, 6(1), 45-66.
3. Ernazarova T., Dauletmuratova K. The importance of improving sports vocabulary //Quality
Of Teacher Education under Modern Challenges. – 2023. – Т. 1. – №. 1. – С. 511-513.
4. Hulstijn, J. H. (2003). Incidental and intentional learning. In C. Doughty & M. H. Long
(Eds.), the handbook of second language acquisition (pp. 349-381). Blackwell Publishing.
5. Laufer, B., & Rozovski-Roitblat, B. (2014). Incidental vocabulary acquisition: The effects
of task type, word occurrence and their combination. Language Teaching Research, 18(1), 104-129.
VARIETIES AND ACCEPTABILITIES OF VISUAL AIDS IN TEACHING
SPEAKING
Rametullaev Aman 4-year student
Kh. Dauletmuratova scientific advisor
Nukus state pedagogical institute, Nukus, Uzbekistan
Teaching and learning, that is, education process in which various types of visual aids are used
can not be disregarded as not only learners having daily English classes but teachers acknowledged
the easiness and productiveness of this methodology.
With the introduction of latest technology, it becomes much more available to supply learners
with visuals. Considering nowadays student’s huge interest on technology, teaching by means of
visuals can increase learners’ involvement, intelligent and motivation in learning English language.
Visual aids are the devices that help the teacher to clarify, establish, and correlate and co-
ordinate precise conceptions, understandings and appreciations and support him to make learning
more actual, active, motivating, encouraging, significant and glowing [2;226].
According to Kang visual aids are designed to help the learners, bringing the prior knowledge
to conscious level in the form of an organizational structure. They help enhancing comprehension
and learning, as well as eliciting, explaining and communicating information [3;2].
Every responsible and master teacher must know how to conduct lesson and deal with certain
atmosphere of learners. Obviously, teaching with the aid of several visuals is another issue and has
its own influence in accordance with their classification. For instance:
Posters
can play a significant role in teaching speaking skills in several ways:Educational
posters serve as powerful teaching aids, infusing classrooms with vibrancy and engagement. For
instance, when discussing "seasons," a colorful poster displaying all four seasons through lively
animations serves a purposeful role in instruction. Posters have a unique ability to capture students'
attention through visual elements, making learning enjoyable and effective. They also provide visual
representations of concepts, topics, or vocabulary, which can stimulate discussions and help learners
grasp the meaning more easily. Visual aids often enhance comprehension and retention of
information. After long experience,Hashim and Arif proved that pictures gained better attention than
words and those pictures became the main clue in interpreting the meaning of the word [1; 5].
Presentations
are an integral part of teaching speaking skills as they provide models, deliver
content, expand vocabulary, offer listening practice, encourage interaction, develop presentation
skills, stimulate critical thinking, and facilitate feedback and evaluation. Incorporating presentations
