Xorijiy lingvistika va lingvodidaktika –
Зарубежная лингвистика и
лингводидактика – Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
The importance of innovative exercises in improving the
vocabulary competence of food technology students
Dilfuza DJABBAROVA
1
Karshi Engineering-Economics Institute
ARTICLE INFO
ABSTRACT
Article history:
Received September 2024
Received in revised form
10 October 2024
Accepted 25 October 2024
Available online
25 November 2024
This article explores the effectiveness of innovative teaching
methods in improving the vocabulary competence of food
technology students. By integrating interactive exercises,
project-based learning, and digital tools, the study highlights the
positive impact of these approaches on vocabulary acquisition
and retention. The research employed a comparative analysis of
two groups: an experimental group exposed to innovative
methods and a control group taught using traditional methods.
The findings revealed that the experimental group demonstrated
significant
improvements
in
vocabulary
knowledge,
comprehension, and application. The study concludes that
innovative teaching practices can substantially enhance the
vocabulary competence of food technology students, fostering
better academic performance and professional readiness.
2181-3701/© 2024 in Science LLC.
DOI:
https://doi.org/10.47689/2181-3701-vol2-iss5
This is an open-access article under the Attribution 4.0 International
(CC BY 4.0) license (
https://creativecommons.org/licenses/by/4.0/deed.ru
Keywords:
vocabulary competence,
innovative teaching
methods,
digital tools,
interactive exercises,
project-based learning,
food technology.
Oziq-ovqat
texnologiyasi
talabalarining
lug’aviy
kompetentsiyasini oshirishda innovatsion mashqlarning
ahamiyati
ANNOTATSIYA
Kalit so‘zlar:
so‘z boyligi,
innovatsion o‘qitish usullari,
raqamli vositalar,
interfaol mashqlar,
loyiha asosida o‘qitish,
oziq-ovqat texnologiyasi.
Ushbu maqola oziq-ovqat texnologiyasi talabalarining so‘z
boyligini
oshirishda
innovatsion
o‘qitish
usullarining
samaradorligini o‘rganadi. Interfaol mashqlar, loyiha asosidagi
ta’lim va raqamli vositalarni o‘z ichiga olgan ushbu tadqiqot
ushbu yondashuvlarning o‘quvchilarning so‘z boyligini
o‘zlashtirish va saqlashga ijobiy ta’sirini ko‘rsatishga qaratilgan.
Tadqiqot metodologiyasi ikkita guruhning qiyosiy tahlilini o‘z
ichiga oldi: innovatsion usullarda sinalayotgan eksperimental
1
Teacher, Foreign Languages Department, Karshi Engineering-Economics Institute.
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
70
guruh va an’anaviy o‘qitish usullariga amal qilgan nazorat
guruhi. Natijalar shuni ko‘rsatdiki, eksperimental guruh lug’at
bilimi, tushunish va foydalanishda sezilarli yaxshilanishlarni
ko‘rsatdi. Tadqiqot shuni ko‘rsatadiki, innovatsion mashqlar
oziq-ovqat texnologiyasi bo‘yicha talabalarning so‘z boyligini
sezilarli darajada yaxshilashi mumkin, bu esa o‘quv
samaradorligi va martaba tayyorgarligini oshirishga olib keladi.
Значение инновационных упражнений в улучшении
словарного запаса студентов, обучающихся пищевым
технологиям
АННОТАЦИЯ
Ключевые слова:
словарный запас,
инновационные методы
обучения,
цифровые инструменты,
интерактивные
упражнения,
проектное обучение,
пищевые технологии.
В
данной
статье
исследуется
эффективность
инновационных методов обучения в повышении словарной
компетенции студентов, изучающих пищевые технологии.
Использование интерактивных упражнений, проектного
обучения и цифровых инструментов направлено на
демонстрацию
их
положительного
влияния
на
приобретение
и
сохранение
словарного
запаса.
Методология исследования включала сравнительный
анализ двух групп: экспериментальной, обучавшейся с
применением инновационных методов, и контрольной,
следовавшей
традиционным
подходам.
Результаты
показали, что студенты из экспериментальной группы
значительно улучшили знания, понимание и использование
словарного запаса. Исследование подтверждает, что
применение инновационных упражнений существенно
повышает уровень словарной компетенции студентов,
изучающих
пищевые
технологии,
способствуя
их
академической
успеваемости
и
профессиональной
готовности.
INTRODUCTION
Effective communication is crucial for food technology professionals. A strong
command of specialized vocabulary is essential for understanding complex technical
concepts, interpreting scientific literature, and collaborating with colleagues. However,
traditional teaching methods often fall short in engaging students and fostering deep
vocabulary learning.
In recent years, there has been a growing interest in innovative teaching approaches
that can enhance language learning outcomes. These methods aim to create interactive,
student-centered learning environments that promote active participation, critical
thinking, and problem-solving skills.
This article aims to address this issue by exploring the potential of innovative
teaching methods to enhance vocabulary competence in food technology students. By
incorporating interactive exercises, project-based learning, and digital tools, this research
seeks to:
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
71
Identify the specific challenges faced by food technology students in acquiring
and retaining vocabulary.
Develop innovative teaching strategies to address these challenges.
Evaluate the effectiveness of these strategies in improving vocabulary
competence [1].
METHODS
Participants: The study involved two groups of food technology students at Karshi
Engineering-Economics Institute. The experimental group consisted of 6 students, while
the control group comprised 6 students. Both groups were matched in terms of their
academic level and prior language proficiency.
MATERIALS
A variety of materials were used in the study, including textbooks, articles, technical
reports, and online resources. The innovative exercises were designed to cover a range of
vocabulary areas, including food processing, food safety, nutrition, and sensory analysis
[2].
Procedure: The experimental group received instruction using innovative methods,
such as:
Interactive exercises: Role-playing, simulations, and group discussions to
practice vocabulary in context.
Project-based learning: Students worked on real-world projects to apply
vocabulary in practical settings.
Digital tools: Online vocabulary games, quizzes, and language learning apps to
reinforce vocabulary learning.
The control group received traditional instruction, which primarily involved
lectures, textbook readings, and vocabulary drills.
Data was collected through pre-and post-tests, which assessed students’ vocabulary
knowledge, comprehension, and usage. Additionally, questionnaires were administered to
gather feedback on the effectiveness of the teaching methods.
RESULTS
The results of the study indicated that the experimental group, which received
innovative instruction, outperformed the control group on all measures of vocabulary
competence. Students in the experimental group demonstrated much higher levels of
vocabulary knowledge, comprehension, and usage. Furthermore, the qualitative data from
the questionnaires revealed that students in the experimental group were more engaged,
motivated, and satisfied with the learning experience [3].
DISCUSSION
The findings of this study support the effectiveness of innovative teaching methods
in enhancing the vocabulary competence of food technology students. By incorporating
interactive exercises, project-based learning, and digital tools, educators can create more
engaging and effective learning experiences [4].
These methods not only promote vocabulary acquisition but also foster critical
thinking, problem-solving, and collaborative skills. Furthermore, the use of digital tools
can provide students with opportunities for self-directed learning and personalized
instruction [5].
When assessing vocabulary knowledge and usage of students, it is good to consider
these innovative approaches:
Xorijiy lingvistika va lingvodidaktika – Зарубежная лингвистика
и лингводидактика – Foreign Linguistics and Linguodidactics
Special Issue – 5 (2024) / ISSN 2181-3701
72
Portfolio Assessment: Collect students’ work samples, such as essays, reports,
and presentations, to assess their vocabulary use over time.
Performance-based Assessment: Evaluate students’ ability to use vocabulary in
real-world situations, such as role-playing, simulations, and debates [6].
Self-Assessment: Encourage students to reflect on their vocabulary learning and
set personal goals.
Peer Assessment: Have students assess each other’s work, providing feedback
on vocabulary use and accuracy [7].
CONCLUSION
In conclusion, this study highlights the importance of adopting innovative teaching
methods to improve the vocabulary competence of food technology students. By
incorporating a variety of interactive and technology-enhanced strategies, educators can
create a more effective and engaging learning experience, teachers can create a
comprehensive and engaging vocabulary assessment program that promotes both
learning and application [8].
Further research is needed to explore the long-term impact of these methods on
students’ academic and professional success and to identify the most effective strategies
for different learner populations.
REFERENCES:
1.
Krashen, S. D. (1985). The input hypothesis: Issues and implications. Language
Acquisition, 1(1), 143-159.
2.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching.
Cambridge University Press
3.
Nation, P. (2001). Learning vocabulary in another language. Cambridge University
Press.
4.
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press
5.
Lee, J. (2016). The effects of vocabulary instruction on EFL learners’ reading
comprehension. System, 59, 114-125.
6.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know.
Newbury House Publishers
7.
Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching.
Cambridge University Press
8.
Dilfuza Djabbarova: Active methods of teaching food technology terms in English. //
Foreign Linguistics and Linguodidactics Issue-2 № 2 (2024) / ISSN 2181-3701
