«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
386
Annotation:
This article examines about the availability of youngsters to gain and the
difference in driving movement - from playing to learning exercises. Moreover, lexical
abilities were made sense of with the assistance of various strategies to stand out for
students in the homeroom and during the time spent learning, logical ideas are framed in
more youthful understudies.
Keywords:
lexical abilities, primary school, junior school, responsive useful, new mental
disposition.
Introduction.
Lexical skill is the ability to recall automatically from long-
term memory a word, phrase, or ready-made phrase that corresponds to a
communicative task. Lexical skills can be divided into the language (receptive)
and speech (expressive). In our work, we will consider speech skills in more detail,
as they are related to the subject of research. Productive types of speech activity
include speaking and writing. But, if speaking or writing is a set of memorized
phrases, then it is more legitimate to talk about reproductive speech. What is
productive vocabulary? Productive vocabulary is vocabulary that can associate a
lot of information and therefore is freely used to construct statements. Reproductive
skills are skills that function in speaking and writing. [1;82]
Methodology
So, what is the purpose of teaching the vocabulary of a foreign language?
The purpose of teaching the lexical side of oral speech is to master the building
material for the implementation of oral-speech communication, i.e. direct means
of conveying concepts, and thoughts in general. Words reflect reality and name
concepts and are stored in a folded form in a person’s long-term memory.
When teaching a foreign language to children, one should:
1. Enter words into the long-term memory of students;
2. Call them if necessary, update them;
3. Encourage the inclusion of the word in the speech chain, taking into account
its paradigmatic and systemic aspects.
Therefore, the student must:
1. Understand and remember a foreign word, its meaning, its sound and graphic
form;
FEATURES OF THE
FORMATION OF
LEXICAL SKILLS AT
ELEMENTARY SCHOOL
https://doi.org/10.47689/STARS.univer-
s i t y - 5 - p p 3 8 4 - 3 8 8
SH.KHODIEVA
Senior teacher at
Faculty of Social Humanity
Stars International University
STARS International University
387
2. Choose it to solve a specific communicative task in a specific communication
situation;
3. Be able to use it in a speech in combination with other words.
Of all the actions, it is the last one that presents the greatest difficulty, difficulty,
since vocabulary is inseparable from grammar, the vocabulary of the language
being studied can come into conflict with the vocabulary of the native language.
For example, students will have difficulty with articles that are not in their native
language, and the use of prepositions will provide certain difficulties. [2;165-166]
Results
The objective possibilities of a strong mastery of vocabulary to the degree of
developed speech lexical skills in school conditions impose some restrictions on
the amount of lexical material. According to Shatilov S.F., exceeding the lexical
minimum negatively affects the quality of vocabulary possession. Thus, the active
lexical minimum of elementary school students (grades 2-4) should be 500 lexical
units. The main criteria for selecting active vocabulary in the minimum dictionary
are:
1. the semantic principle, which consists in the fact that the selected words should
express the most important concepts on the topic that the student encounters
while studying a foreign language;
2. the principle of compatibility, according to which words with greater
compatibility are preferable to words with rare compatibility since with a limited
amount of mandatory vocabulary, they allow expressing and understanding more
diverse content;
3. the principle of stylistic unlimitedness, i.e. belonging of the word to the neutral,
literary, colloquial, and book-written styles of the language;
4. the principle of frequency, according to which the most commonly used
words and turns of speech in the literary and colloquial language are included in
the minimum dictionary;
5. The principle of exclusion of synonyms means that only one, the most common
and neutral word is included in the minimum dictionary from the synonymic series;
6. the principle of word-formation value, which consists in the fact that only the
most productive words in terms of word-formation are included in the minimum
dictionary, from which, with the help of affixes, the largest number of other words
can be formed;
7. the principle of exclusion of international words that are completely the same
in the native and foreign languages. For example, Million. [3;123-124]
Solovova E.N. proposed the following ways to expand the individual semantic
field, which is dynamic and can change, depending on some objective and subjective
factors. Objective factors include age, social status, and mental characteristics.
And to expand the semantic field, the following subjective factors should be used.
First, the word/words must be entered in a specific context. The more extensive
the associative links of the word, the higher the percentage of memorization and
the more diverse the context of the use of the word. This implies the need to
create different connections of the word in different contexts. It is possible to
establish paradigmatic connections of words both on a formal basis (taking into
account the peculiarities of the sound, graphic form, and grammatical features),
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
388
and semantic connections at the level of the context of use in certain situations.
Context expansion can be provided through the connection of adjacent semantic
fields. In modern foreign language textbooks, topics are studied that can be
conditionally included in five basic educational topics: “Nature”, “Man and his
environment”, “Holidays”, “Countries and travel”, and “Books”. Unfortunately, the
vocabulary for each of the listed topics is worked out in only one paragraph and,
when moving to a new topic, disappears from the field of view almost completely.
And yet they are very easy to combine. For example, speaking about nature, one
can also talk about books (books as a source of knowledge of nature, books as a
reflection of nature, nature as a source of inspiration for writers, poets, musicians
and artists, seasons and their reflection in the work of artists, etc.).
The next factor influencing the positive dynamics of the semantic field is the
problematic nature of the speech attitude. The speech set can narrow the statement
to a monosyllabic answer, and it is also able to combine adjacent semantic fields
into a generalized semantic field and provide a creative selection of all previously
studied vocabulary in relation to a new speech task. The higher the level of
problematicness, the more interesting the task and the more varied the answers.
For example, the semantic fields of the words “animals” and “musical instruments”
can be combined by saying the following: “Let’s remember in which literary works
we met animals playing musical instruments, which of the animals played what,
which determined the choice of these animals and musical instruments? Ensuring
the constant updating of the learned vocabulary and its maximum rotation are the
last factor that ensures an increase in the semantic field.
It is much easier to increase the active vocabulary not by mechanically
introducing new vocabulary, but by creatively applying what has already been
learned in new contexts. The formation of a branched and stable semantic field
significantly increases both the figurativeness of speech and its motivation.
[4;86-87]
It can be concluded that work on a foreign word should provide:
A) the creation of a mobile vocabulary;
B) preventing its forgetting;
C) adequate to the purposes of communication its use in oral speech.
Next, we will analyze the various ways of introducing a new lexical unit. Solovova
E.N. distinguished the following types of semantization:
1. Use of visibility. There are several types of visibility. You can use subject
visibility, i.e. those items that are in the classroom or maybe with the teacher
or students. You can use pictorial visualization, visualization by action, sound,
and contextual. The criteria for choosing a particular type of visualization are:
accessibility, simplicity, and expediency. When using pictorial clarity, one must be
sure of the unambiguity of interpretation. So, if you need to enter the word “tree”
using a picture, then it cannot be a birch or maple. The tree in the picture should
be a collective image, without individual signs of one or another species, just like
a picture with a parrot or a sparrow cannot be used to semantize the word “bird”.
Using graphic visualization, the teacher must make sure that the proposed picture
is clearly visible to all students, and that it is aesthetically executed.
2. Semantization with the help of synonyms/antonyms. Knowing the word “gut”,
students can easily guess the meaning of the word “schlecht” if they understand
STARS International University
389
what the antonym is. True, students may encounter some difficulties. Full synonyms
are rarely found in the language. As a rule, each of the synonyms has a certain
shade of meaning, which means its own connotation and use. Often this is due to
the history of the language, and the sources of borrowing words. It is here that
we have a great opportunity to form both the sociolinguistic and sociocultural
competence of students and to involve them in serious and exciting work with the
language being studied in the country of linguistics.
The method of introducing new vocabulary through synonyms and antonyms is
closely related to the use of word formation methods known to students.
3. Semantization using known methods of word formation. This method of
semantization allows you to introduce a word into a certain paradigm, which
contributes to the establishment of stronger paradigmatic links of this word, as
well as the repetition of already known words that are included in this category.
4. You can simply translate the word, which is also quite justified if further active
training of this word in various contexts is offered or his word is not of great
interest from the point of view of the listed methods of semantization with the
help of translation, we most accurately convey the meaning of this word. The
translation is often used at the senior stage of schooling. However, sometimes not
just a translation is required, but a translation-interpretation.
5. You can not translate the word yourself, but ask one or all students to find
the word in the dictionary / different dictionaries, including mono- and bilingual
dictionaries, dictionaries of synonyms, etc., to organize a competition for speed
and correctness of the translation. This method is especially good in a classroom
where students are not familiar with different types of dictionaries, are still poorly
oriented in the system of their construction, do not know how to work with the
alphabet, do not understand that the same word can have several meanings and
the translation depends on the context. Using this method, you can decide to form
the skill of independent work among students, make them independent users over
time, and change the focus from “teach” to “learn”.
6. However, the most difficult for the teacher and the most important for the
practical knowledge of the language can be called such a method of semantization
as the development of a speech guess through the context. Receptions here b
can be very different, from a definition in a foreign language to the compilation
of small figurative and understandable situations using new words. But, as with
the use of visualization, it is also important here that the context of the use of the
word be “transparent”, that is, unambiguous, understandable or easily deducible.
If this cannot be achieved with these words, then this method of semantization
must either be abandoned, or an attempt should be made to combine it with other
of the listed methods. [17;89-93]
In its formation, a skill goes through certain stages. Shatilov distinguished three
stages of skill formation:
1. tentative-preparatory stage (introduction, semantization of a new word and
its initial reproduction);
2. stereotyping-situational stage (situational training and the creation of strong
lexical speech connections in the same type of speech situations);
3. variable-situational stage (creation of dynamic lexical speech connections).
[5;30]
«Yangi O‘zbekiston: Moliyaviy hisobotning xalqaro
standartlarini joriy etishda muvaffaqiyatli
xalqaro tajriba» 16 dekabr, 2022 yil.
390
In many ways, the effectiveness of learning vocabulary is predetermined by
the first stage. The main point in the formation of lexical skills is the training and
creation of strong and flexible lexical connections. The training aims to consolidate
the already established connections of new lexical units and expand them. [6;26]
First, lexical borrowing is a sociolinguistic concept, not just a linguistic one.
Secondly, it is not only general language education, but also modern Uzbek
language, psychology, historical lexicology, lexicography, ethnography, speech
culture, and other problems. These problems can only be solved based on the
information of this “discipline”. Thirdly, the development of general linguistic
concepts, that is, the development of logical-conceptual units of borrowing, if
necessary, taking into account the terminology of the Uzbek language system, or
working separately from the environment. [7;1217]
Conclusion
Firstly, the selection of new lexical units is important. Vocabulary should
correspond to the communicative goals of the child, reflect the names of
phenomena and objects, and the reality surrounding him, i.e. be relevant for a child
of primary school age.
Confession
Secondly, if we want the child to learn new lexical units at the level of active
vocabulary, it is important not only to introduce him to new words correctly, but
to work it out so that the word enters the child’s long-term memory, and he can
freely use it in his speech creation, to use in different contexts.
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