Xorijiy lingvistika va lingvodidaktika
–
Зарубежная
лингвистика
и
лингводидактика
–
Foreign
Linguistics and Linguodidactics
Journal home page:
https://inscience.uz/index.php/foreign-linguistics
Teaching vocabulary to intermediate-level students in an
integrated way
Donokhon TOJIDDINOVA
1
, Khursandoy IKRAMOVA
2
Uzbekistan State World Languages University
ARTICLE INFO
ABSTRACT
Article history:
Received November 2024
Received in revised form
10 December 2024
Accepted 25 December 2024
Available online
25 January 2024
This article explores effective methods for teaching
vocabulary to pre-intermediate level students using an
integrated approach. It highlights the importance of contextual
learning, combining vocabulary with other language skills, and
engaging students through practical activities. Examples and
strategies are provided to ensure dynamic and effective
vocabulary acquisition.
2181-3701
/©
2024 in Science LLC.
https://doi.org/10.47689/2181-3701-vol2-iss1
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 teaching,
pre-intermediate learners,
integrated approach,
contextual learning,
communicative tasks,
language acquisition.
O‘rta darajadagi o‘quvchilarga so‘z boyligini yaxlit usulda
o‘rgatish
ANNOTATSIYA
Kalit so‘zlar
:
soʻz boyligini oʻrgatish,
pre-intermediate darajadagi
oʻquvchilar,
integratsiyalashgan
yondashuv,
kontekstual oʻrganish,
kommunikativ topshiriqlar,
til oʻzlashtirish.
Ushbu maqolada pre-
intermediate darajadagi oʻquvchilarga
soʻz boyligini oʻrgatishning samarali usullari
integratsiya-
lashgan yondashuv orqali koʻrib chiqiladi. Kontekstual
oʻrganish, lugʻat boyligini boshqa til koʻnikmalari bilan
birlashtirish va amaliy mashgʻulotlar orqali oʻquvchilarni jalb
qilish muhimligi taʼkidlanadi. Dinamik va samarali soʻz boyligini
egallashni taʼminlash uchun misollar va strategiyalar keltirilgan.
1
Uzbekistan State World Languages University. E-mail: tojiddinovadono@gmail.com
2
Uzbekistan State World Languages University. E-mail: khursandoyikromova@gmail.com
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
209
Обучение
лексике
учащихся
среднего
уровня
интегрированным способом
АННОТАЦИЯ
Ключевые слова:
обучение лексике,
учащиеся ниже среднего
уровня,
интегрированный подход,
контекстное обучение,
коммуникативные
задания,
усвоение языка.
В данной статье рассматриваются эффективные
методы обучения лексике учащихся на уровне ниже
среднего с использованием интегрированного подхода.
Подчеркивается
важность
контекстного
обучения,
сочетания лексики с другими языковыми навыками и
вовлечения учащихся в практические задания. Приводятся
примеры и стратегии для обеспечения динамичного и
эффективного усвоения лексики.
Vocabulary is the knowledge of words and word meanings. As Steven Stahl (2005)
puts it, “Vocabulary knowledge is knowledge; the knowledge of a word not only implies a
definition but also implies how that word fits into the world. Vocabulary forms the
cornerstone of language learning. For pre-intermediate learners, building a solid lexical
foundation is crucial for effective communication. However, vocabulary teaching must
transcend rote memorization to encompass meaningful, contextual, and integrative
methods. The integrated approach blends vocabulary instruction with reading, writing,
listening, and speaking activities, ensuring holistic language development.
An integrated approach to teaching vocabulary acknowledges that language skills
are interconnected. Words gain meaning through context, and learners internalize
vocabulary more effectively when they see its relevance in real-life situations. For pre-
intermediate students, who are navigating foundational grammar and communicative
abilities, this approach bridges the gap between theoretical knowledge and practical
application. The integrated approach to teaching, particularly in the context of language
learning, offers several benefits:
1.
Contextualized Learning: Introducing vocabulary within meaningful contexts
enhances understanding and retention. This method moves beyond isolated word
memorization, connecting new terms to students' existing knowledge and real-life
situations
2.
Improved Comprehension: Teaching vocabulary in context helps students grasp
word meanings, nuances, and appropriate usage, leading to better comprehension skills.
3.
Active Engagement: Integrating vocabulary instruction into various subjects and
activities keeps students engaged and motivated, as they encounter and apply new words
across different contexts.
4.
Development of Critical Thinking: Analysing word meanings, synonyms,
antonyms, and usage in different contexts encourages critical thinking and deeper
understanding.
5.
Catering to Diverse Learning Styles: Utilizing a variety of instructional strategies,
like visual aids, interactive activities, and discussions, addresses the diverse learning
preferences of students, enhancing vocabulary acquisition.
There are some strategies for teaching vocabulary. The first one is contextual
learning. Introducing vocabulary through context allows students to grasp meanings
naturally. By embedding vocabulary within relatable contexts, students grasp not only
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
210
the meaning but also the nuances of word usage. Contextual learning bridges the gap
between theory and practice, helping students see how vocabulary applies in everyday
interactions. For instance: Use a short story or dialogue featuring target words. Highlight
and explain new words within the text. Follow up with comprehension questions and
discussions to reinforce understanding. Examp
le: If the target words are “bargain,”
“discount,” and “purchase,” a shopping
-themed dialogue can serve as the learning
material:
Dialogue:
A: "Did you find any good bargains at the store?"
B: "Yes, I got a 50% discount on a new jacket! It was such a great purchase."
Vocabulary teaching becomes more effective when integrated with grammar
lessons. For example, teaching modal verbs (e.g., “should,” “must”) alongside related
vocabulary such as “advice,” “obligation,” and “permission” provides a dual focus on
grammar and lexis. For activity, students create advice columns where they use modal
verbs and target vocabulary to respond to prompts like: "What should I do if I feel
stressed?"
Another strategy is using visual aids and multimedia. They make vocabulary
learning engaging, memorable, and accessible, especially for visual learners. Pictures,
flashcards, interactive apps, videos, and infographics can help students associate words
with images, enhancing retention. Moreover, group work encourages communication and
interaction, which are essential for language acquisition. Collaborative tasks allow
students to practice vocabulary in a natural, supportive environment. They mimic real-
world conversations, promoting active vocabulary usage. The other strategy is repetition
and review. They are key to retaining vocabulary. Recycling previously learned words in
new contexts helps reinforce memory. For example: if the teacher starts each lesson with
a quick review game, such as a word association activity, it helps students to remember
better because Regular practice strengthens recall and ensures students retain what they
have learned.
Apart from the strategies above, there are the strategy which combines with
listening, speaking, reading and writing. Listening and speaking activities are vital for
reinforcing vocabulary. By hearing and using words in conversation, students gain
confidence and fluency. his strategy mimics natural language acquisition, where listening
precedes speaking, helping students internalize new vocabulary. Reading and writing are
powerful tools for vocabulary reinforcement. Students encounter new words in context
while reading and solidify their understanding through writing. Reading exposes
students to correct word usage, while writing helps them practice and personalize their
learning.
By combining these strategies, teachers can create a rich, dynamic learning
environment that fosters long-term vocabulary acquisition. The integrated approach not
only strengthens language skills but also equips students to use their vocabulary
confidently in real-world situations.
When teaching vocabulary, Dr Robert Marzano identified a significant disparity in
vocabulary acquisition between students with extensive prior knowledge and those
lacking such a foundation. Based on extensive research, Marzano designed a six-step
approach to help bridge this gap, enabling all students to effectively learn and retain new
vocabulary. Here are these six steps:
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
211
1.
The teacher provides a description, explanation, or example of the new term.
2.
To understand, students restate the explanation of the new term in their own words.
3.
Next, students create a non-linguistic representation of the term.
4.
Now and then, students should participate in activities that add to their
knowledge of vocabulary terms.
5.
Periodically, students will be asked to discuss the terms with one another.
6.
Students should be involved in games that allow them to play with the terms.
An integrated approach to vocabulary teaching is not just a teaching method but a
philosophy that emphasizes language as a holistic system. It recognizes that vocabulary is
not an isolated component of language but intertwined with listening, speaking, reading,
and writing. For pre-intermediate students, who are transitioning from basic language
proficiency to a more independent level, this approach is particularly valuable as it
reflects how language is used in real-life communication. One of the primary advantages
of an integrated approach is its ability to promote meaningful learning. Students are not
just memorizing a list of words but encountering vocabulary in authentic contexts. For
example, instead of simply learning the word "journey" from a dictionary, students might
read a travel blog, listen to a podcast about someone's trip, and then discuss their dream
destinations. This process allows them to understand the word in a way that is relevant
to real-world situations. The integrated approach provides these repeated exposures
naturally. For instance, if students learn the word "celebrate," they might first hear it in a
song, then use it in a conversation, encounter it in a reading passage, and finally write
about their own celebrations. This varied exposure helps the brain to solidify
connections and reinforces memory.
Language is fundamentally about communication, and an integrated approach
mirrors this by encouraging interaction. Vocabulary becomes a tool for expressing ideas,
sharing experiences, and participating in conversations. For instance, students who learn
vocabulary related to shopping might practice role-playing, which not only reinforces the
words but also simulates real-life scenarios, making the learning experience more
engaging and practical.
An integrated approach is essential for teaching vocabulary effectively because it
aligns with how language functions in the real world. It fosters meaningful, long-term
learning by creating connections between words and their usage in authentic contexts.
This method not only enhances vocabulary retention but also equips students with the
tools they need to communicate confidently and fluently.
Teaching vocabulary to pre-intermediate learners in an integrated way ensures
meaningful and lasting language acquisition. By embedding vocabulary instruction
within contexts and language skills, students not only expand their lexical range but also
develop confidence and competence in using the language. The integrated approach
fosters a dynamic, interactive, and learner-centered classroom environment, making
vocabulary learning a cornerstone of language development.
REFERENCES:
1.
Harmer, J. (2007). The Practice of English Language Teaching. Longman.
2.
Marzano, R. J. (2009). The Art and Science of Teaching: A Comprehensive
Framework for Effective Instruction. ASCD.
3.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge
University Press.
Xorijiy lingvistika va lingvodidaktika
–
Зарубежная лингвистика
и лингводидактика
–
Foreign Linguistics and Linguodidactics
Special Issue
–
1 (2025) / ISSN 2181-3701
212
4.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An
Anthology of Current Practice. Cambridge University Press.
5.
Stahl, S. A. (2005). Four problems with teaching word meanings (and what to do
to make vocabulary an integral part of instruction). In E. H. Hiebert & M. L. Kamil (Eds.),
Teaching and Learning Vocabulary: Bringing Research to Practice. Mahwah, NJ: Erlbaum.
6.
Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education.
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https://keystoliteracy.com/blog/vocabulary-instruction-for-english-language-
learners/
8.
https://www.readingrockets.org/topics/vocabulary/articles/teaching-
vocabulary
9.
https://www.edutopia.org/article/4-ways-to-teach-vocabulary-and-reading-
comprehension/
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https://www.voyagersopris.com/vsl/blog/strategies-for-teaching-vocabulary
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https://www.ascd.org/el/articles/six-steps-to-better-vocabulary-instruction
