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mániske iye. Hár bir xalıq reńlerdi ańǵarıwdıń óz jolin basıp ótken. Bul jaǵday kóp faktorlarǵa
baylanıslı.[3, 56]
Xalıqlar túrli geografiyalıq ortalıqta jasaydı, kúndelik turmısında túrli reńlerge tóqnasadi
duwshar keledi. Bunnan tısqarı, olar hár túrlı siyasiy-tariyxıy joldı basıp ótedi. Bul faktorlar
xalıqlardıń mádeniyatında da sawlelenedi
-
átirap -ortalıqqa qaray, tariyxıy processlerge qaray
mádeniy miyraslar payda boladı. Ayrıqsha mádeniyat qáliplestirgen xalıqtıń reń haqqındaǵı
túsinikleri de geografiya, ótken dáwir hám mádeniyat penen baylanıslı túrde ayrıqsha boladı. Reńler
maydanı kontseptualizmniń ayrıqshalıǵı reńler kontseptlerin úyreniwge tiyisli izertlewlerde dástúriy
mádeniyat penen birge kórsetilgen. Tiykarǵı reń atların bildiriwshi sapalardıń kópshiligi úsh tilde
tipologik tárepten de ańlatpa, da mazmunan uyqas keledi, yaǵnıy olar tolıq ekvivalent esaplanadı.
Mısalı, inglis tilindegi grey sózi qaraqalpaq tilindegi sur reń-seriy sózlerin struktur tárepten jasalǵan
variantı bolıp tabıladı. Sonıń menen birge, inglis tilindegi blue reń ekvivalentiniń semantik
dúzilisinde parq ámeldegi: qarqalpaq tilindegi kókshil hám orıs tilindegi goluboy. Olar dúzilisine
kóre jasalma hám kók reń mánisin beredi, lekin tiykarǵı reń esaplanadı. Orıs hám qaraqalpaq
tillerinde aspan kók hám kók reń bólek tiykarǵı reń esaplansa da, inglis tilinde blue eki reń mánisi
da ózinde sáwlelengenligin kóriwge boladı. Qaraqalpaq tilindegi kók sapasınıń ayrıqshalıǵı -onıń
kóp mánisliligi bolıp kók de aqshıl kók mánisin ańlatadı.[4, 76]
Nátiyjeler inglis, qaraqalpaq hám orıs tillerindegi tiykarǵı reń atların salıstırıwlar jáne de
rawajlanıwdıradı. Bul jaǵday leksik birliklerdiń milliy-mádeniy qásiyetleri hám olardıń túrli
xalıqlarǵa tiyisli reńli tábiyat kórinisilerinde rólin kórsetiwge múmkinshilik beredi. Sózlerdi salıstırıp
uyreniw til uyreniwshiler ushın tildi tereńirek úyreniwge úlken imkaniyat bolıp esaplanadı.
PAYDALANǴAN ÁDEBIYATLAR
1.Mirziyoev Sh.M. 2017- 2021 jıllarda Ózbekstan Respublikasın rawajlandırıwdıń besew ústin
turatuǵın baǵdarı boyınsha Háreketler strategiyasın «Xalıq penen baylanıs hám insan mápleri jılı» da
ámelge asırıwǵa tiyisli Mámleket programmasın úyreniw boyınsha ilimiy-stilistik qollanba.-
Tashkent, 2017.
2. Bazarbaeva A. M. Inglis, ózbek hám orıs tillerinde reń ańlatılıwınıń kognitiv-semantik
dúzilisi. Filologiya pánleri boyınsha filosofiya doktorı (PhD) diss... avtoreferatı.- Tashkent, 2019.
3. Rahmatullaev Sh. Til qurilishining asosiy birliklari.-Toshkent 2002.
4. Базыма Б.А. Цвет и психика. – Харьков, 2001.
5. Иттен И. Искусство цвета/под ред. Дмитрий Аронов, 2007.
SUCCESSFUL STRATEGIES FOR ACQUIRING NEW VOCABULARY
Zhankazy Altyngul- Master of Foreign Languages
M.KH. Dulaty Taraz Regional University, Taraz
The enhancing of learner's vocabulary is an essential part of learning a language because it
affects their capacity for clear communication and text comprehension. To create strategies for
vocabulary training that are effective requires an awareness of the variables that affect vocabulary
growth.
Numerous studies have been carried out to determine the most efficient strategies for learning
vocabulary. We'll concentrate on four main points here:
1) General methods for learning vocabulary;
2) A classification of methods for acquiring vocabulary;
3) Recalling words through project work.
General Vocabulary Learning Strategies
Cognitive, metacognitive, and social methods are commonly used in vocabulary acquisition
procedures. Cognitive strategies are mental processes that include grouping words together, using
keywords, and creating relationships in order to learn new words. These techniques are essential for
understanding, classifying, and mentally cataloguing words. Schmitt also draws attention to popular
cognitive techniques that are used all across the world, like word lists, flashcards, and spoken and
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written repetition [5]. Scholars and educators frequently advise students to keep vocabulary
notebooks and take notes during class.
According to Schmitt, metacognitive techniques entail giving students a thorough picture of
their learning journey by enabling them to track and assess their own learning processes [5].
On the other hand, social cognitive strategies entail seeking assistance from teachers or peers
to obtain synonyms, definitions, or example sentences for unfamiliar words. This collaborative
approach to vocabulary acquisition leverages the expertise and resources of others to enhance learning
outcomes.
Ghazal highlights the value of encouraging learners' independence during the second language
(L2) vocabulary acquisition process. Oxford notes that autonomous learners are self-directed and take
charge of their educational process, which boosts their self-esteem, involvement, and skill levels [2;
87]. Teachers are therefore recommended to emphasize to students the value of vocabulary
acquisition tools. In a similar vein, Hismanoglu emphasizes how important language learning
techniques are to efficient language acquisition [3; 6]. Learners can greatly improve their language
skills by skillfully utilizing a variety of language learning tools. Furthermore, Hunt and Beglar
support educators in highlighting the significance of context-based guessing abilities and the
usefulness of model sentences that provide light on word collocations, syntax, and pragmatics [4;
260]. They further assert that vocabulary learning strategies, including extensive reading, listening,
context-based guessing, and dictionary utilization, are instrumental in bolstering learners’ vocabulary
proficiency.
Taxonomy Vocabulary Learning Strategy
Researchers have focused a great deal of emphasis on different taxonomies of vocabulary
learning strategies in addition to the wide range of generic vocabulary learning procedures previously
described. Schmitt's classification is a well-known taxonomy that divides tactics into two main
categories: consolidation strategies and discovery strategies [5]. In contrast to consolidation
techniques, which include social, memory, cognitive, and metacognitive strategies, discovery
strategies include determination and social strategies. Schmitt's taxonomy is well known for being
extremely thorough and having a well-organized structure based on recognised language acquisition
programmes.
Oxford's (1990) taxonomy of social, memory, cognitive, and metacognitive strategies and Gu
and Johnson's [1; 650] classification of metacognitive, cognitive, memory, and activation methods
are two more well-known taxonomies. Ghazal emphasises that while guessing, using a dictionary,
and taking notes are examples of cognitive techniques, Gu and Johnson's metacognitive methods
include self-initiation and selective attention [2; 85]. Rehearsal and encoding methods including
association, imagery, visual, auditory, semantic, and contextual encoding are examples of memory
tactics. Activation tactics use newly learned words in a variety of settings in an effort to promote
vocabulary development.
Schmitt's taxonomy further categorizes tactics into two main groups: consolidation strategies,
which solidify terms found in the taxonomy, and discovery strategies, which help decipher new words
[5]. Since social tactics can be used at any point in the vocabulary acquisition process, they are
included in both categories.
Furthermore, planning, source, and process classes are the categories into which Nation's
taxonomy divides vocabulary acquisition techniques. Source strategies deal with gathering word-
related information, whereas planning strategies decide when, how, and how often to concentrate
attention on vocabulary items. Process strategies include methods for observing, finding, and
producing, such building sentences with new words.
Remembering words by doing a project
Project-based learning is a dynamic and effective method that improves vocabulary acquisition
and retention when it comes to word recall. This approach promotes greater comprehension and long-
term memory retention Lip by immersing students in practical activities where they come across new
terminology in relevant contexts. Students interact with words in authentic contexts through active
project participation, establishing links between vocabulary and real-world application.
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Through the immersive atmosphere of project-based learning, students actively interact with
vocabulary in real-world situations. Instead than memorizing words by heart, students come across
words naturally while working on projects with a variety of topics and themes. For instance, students
may come across terminology linked to habitats, species, and environmental ideas in a science project
examining ecosystems. Learners get a greater comprehension of these words' meanings and usage by
using them in the context of their projects.
Moreover, project-based activities often require learners to use vocabulary repeatedly
throughout the duration of the project. This repetition reinforces memory and solidifies the connection
between words and their meanings. For instance, in a history project focusing on a specific time
period, students may repeatedly encounter and use vocabulary related to historical events, figures,
and terminology. The frequent exposure to these words in context enhances retention and fluency.
The collaborative nature of projects also enhances vocabulary learning by providing
opportunities for peer interaction and discussion. Through collaborative projects, learners engage in
dialogue, negotiation, and problem-solving, all of which require effective communication skills and
vocabulary usage. By working together, students share and reinforce their understanding of new
words, expanding their vocabulary in a social context.
Through the application of vocabulary in real-world contexts, project-based learning helps
students make meaningful connections between words and their everyday applications, strengthening
their comprehension. For instance, students may utilize terminology linked to characterization, plot
development, and descriptive language to build narratives for a language arts project that centers on
storytelling. By using this program, students internalize vocabulary in a setting that speaks to their
passions and life experiences, which enhances its memorability and significance. Project-based
learning also fosters intrinsic motivation and active participation, two other elements that support
efficient vocabulary retention. Students are more likely to be motivated to learn and remember new
terms when they are actively participating in worthwhile initiatives. By connecting vocabulary to
authentic tasks and projects that align with their interests and goals, learners develop a sense of
ownership and investment in their learning process.
Project-based learning provides an engaging and successful method for vocabulary acquisition
and retention. Project-based learning improves vocabulary learning in a significant and captivating
way by immersing students in relevant contexts, offering chances for repetition and reinforcement,
encouraging teamwork and peer interaction, and promoting interdisciplinary connections and holistic
learning experiences. As teachers look for new ways to teach vocabulary, project-based learning
comes to light as a useful tactic for giving students the tools they need to become proficient
vocabulary users outside of the classroom.
REFERENCES
1. Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning
outcomes.Language learning, 46 (4), 643-679
2. Ghazal, L. (2007). Learning vocabulary in EFL contexts through vocabulary learning
strategies. Novitas-ROYAL, 1 (2), 84-91.
3. Hismanoglu, M. (2000). Language learning strategies in foreign language learning and
teaching. The internet TESL Journal, 6(8), 1-6
4. Hunt, A. & Beglar, D. (2004). Current research and practice in teaching vocabulary. In J. C.
Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current
practice. UK: Cambridge University Press, 258-264.
5.Schmitt, N. (1997). Vocabulary Learning Strategies. In D. N. Schmitt, & M. McCarthy (Eds.),
Vocabulary: Description, Acquisition and Pedagogy. Cambridge: Cambridge University Press, 199-
227.
