International Journal of Pedagogics
216
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue05 2025
PAGE NO.
216-220
10.37547/ijp/Volume05Issue05-55
Methods of Developing and
Improving Students’ Lexical
Competence
Eshbekova Dilnoza Ibraimovna
Lecturer at the Department of Theory and Practice of Primary Education at Jizzakh State Pedagogical University, Uzbekistan
Received:
23 March 2025;
Accepted:
19 April 2025;
Published:
21 May 2025
Abstract:
This article contains theoretical information that prepares the ground for the development of students'
linguistic competence, serves to expand linguistic knowledge, creates a broader understanding of the division of
words in the Uzbek language into types such as homonyms, synonyms, antonyms and paronyms according to their
form and meaning relationships, improves control knowledge, and information on the effective implementation
of training sessions entitled “Types of words according to their form and meaning relationships” to determine the
stages of students' acquisition of knowledge about lexical competencies at 3 different levels: formative,
developmental and improving.
Keywords:
Lexicology, sema, semaphore, polysemy, monosemy, lexical monosemy, homograph, homophone,
lexical homonymy, homonymy, synonymy, dominant, antonymy, contextual antonymy, quasi-synonyms.
Introduction:
According to the curriculum of the
specialty subject "Mother Tongue" within the academic
plans of the Bachelor's program 60110500
–
Primary
Education in higher pedagogical institutions, the
"Lexicology" section is designed to provide students
with general knowledge about Lexicology. It includes
the classification of words based on their semantic
relations (monosemous and polysemous words,
semantic transfer phenomena such as metaphor,
metonymy, synecdoche, irony, and functional
synonyms); classification based on the relation
between form and meaning (homonyms, synonyms,
antonyms); the historical development of the Uzbek
vocabulary (historical and modern layers, lexical
historicisms, archaisms, neologisms); active and
passive vocabulary of the Uzbek language, restricted
usage vocabulary, dialectal words, occupational
vocabulary, argot and jargon, as well as emotionally
expressive and stylistically marked vocabulary
(commonly used words typical of oral and written
speech, means of expressing speech expressiveness,
types of speech, and lexical features characteristic of
these types). The course aims to develop students'
theoretical knowledge, skills, and competencies in
lexicon-related topics.
It is evident that the theoretical knowledge to be
acquired by primary education students in the
"Lexicology" section is quite complex and broad in
scope. Therefore, we found it appropriate to present
observations based on a training session titled "Types
of words according to the relation between form and
meaning," in order to determine three levels
(formative, developmental, and advanced) that
contribute to students’ acquisition of lexical
competencies.
According to the curriculum, this training session is
intended for first-year students and is scheduled for 4
hours. The main goal of the session is to provide
students with an understanding of the classification of
Uzbek words based on their form and meaning into
types such as homonyms, synonyms, antonyms, and
paronyms, and to enhance their knowledge through
assessment and reinforcement.
The pedagogical tasks targeted during the session and
the outcomes derived from students’ learning activities
are as follows:
–
Students are provided with theoretical information
regarding the fact that words in our language can be
related to each other either in terms of meaning or
form, based on relevant linguistic evidence. As a result,
they successfully acquire this information at the
required level.
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International Journal of Pedagogics (ISSN: 2771-2281)
–
Through examples, it is explained that words forming
identical linguistic units in form but differing in
meaning are referred to as homonyms in linguistics. As
a result, students learn to recognize that words with
the same form but different meanings are homonyms.
–
It is clarified using linguistic examples that words with
different forms but identical meanings are called
synonyms, and such similarities can also occur between
phrases, affixes, and syntactic units. As a result,
students
successfully
acquire
the
theoretical
knowledge.
–
Theoretical information is also provided about words
that differ both in form and meaning but are united by
semantic contrast
—
these are known as antonyms
—
and about words that are pronounced similarly but
differ in meaning, known as paronyms. Consequently,
students fully acquire this information.
Teaching methods, tools, forms, and techniques of the
training
session
include
visualized
lectures,
demonstration
technology,
slides,
illustrative
materials, and similar resources. The form of the
session is characterized by collaborative work with
students.
Monitoring and assessment are carried out through
oral questioning, Q&A, debates and discussions, and
evaluation based on the rating system.
To form, develop, and improve students’ linguistic
competencies, the selected training session is
structured around tasks organized into three stages.
When these tasks are implemented effectively, the
intended educational goals are achieved, and a certain
level of efficiency is attained.
Stage I
–
Tasks to be implemented:
Students are introduced to the topic, objectives, and
expected learning outcomes of the session. In turn,
students listen, understand, and acquire this
information.
The plan of the training session is explained with
relevant theoretical information, and certain points are
clarified using linguistic evidence. Afterward, through
the “Brainstorming” technique, the depth of students’
prior knowledge and in-class learning is determined.
Students are expected to adequately respond to the
questions posed. The content of these questions is as
follows:
a) Provide information about seme and sememe.
Explain the examples you use in your response.
b) Into what types are semes classified based on their
semantic features? Give clear examples.
c) What are denotative semes? What about expressive
and functional semes? Explain your answer with
examples.
d) Explain the division of ideographic semes into
integral and differential semes. Provide relevant
linguistic evidence.
e) Define the concept of terminology, and discuss its
expression and content aspects.
f) In what cases do the lexical meaning of a term and
the concept it expresses coincide? Explain with
examples.
g) How would you explain the phenomenon of lexical
monosemy? What about polysemy? Support your
answer with examples.
h) To which lexical units is the phenomenon of
monosemy typically applicable? Justify your view.
i) Under what circumstances does polysemy emerge?
Provide examples.
j) Give information about the linguistic and
extralinguistic (non-linguistic) factors that lead to
polysemy.
k) What are the main ways of semantic development?
Illustrate with examples.
l) How does semantic transfer through metaphor
occur? Explain your answer using examples.
After that, students are introduced to a list of scientific-
theoretical and instructional-methodological resources
that support the learning of the current training
session. Students take notes on the recommended
materials and gradually internalize them.
3.
Brief information is provided on key terms
that reflect the essence and content of the selected
topic. It can be stated that such theoretically oriented
core concepts serve as a foundation for the
development of students’ linguistic competence and
contribute to the expansion of their linguistic
knowledge. Below are some examples presented as
linguistic evidence:
•
Synonymy
–
the grouping of lexemes
based on their shared meanings.
•
Synonym row (cluster)
–
a set of
synonymic words grouped by a common meaning.
•
Dominant
–
the semantically neutral word
in a synonymic row.
•
Semantic synonyms
–
synonyms that
share a general meaning but differ in shades of
meaning.
•
Stylistic synonyms
–
synonyms used with
semes expressing positive or negative stylistic
connotations.
•
Speech-based synonyms
–
synonyms that
differ based on their relevance to a particular type of
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speech.
•
Antonymy
–
the grouping of lexemes
based on semantic opposition.
•
Antonymic pair
–
two words with directly
opposing meanings.
•
Contextual antonymy
–
the relationship of
opposition formed between words that are not
antonyms in the language system but acquire
oppositional meaning within a specific context.
•
Enantiosemia
–
the phenomenon where a
single lexeme expresses contradictory meanings
depending on the speech environment.
•
Logical center
–
an intermediate concept
that connects two contrasting meanings.
•
Homonymy
–
the phenomenon of identity
at the level of expression among language units.
•
Lexical homonymy
–
a type of homonymy
that occurs within the domain of lexemes.
•
Homoforms
–
lexemes that share certain
grammatical forms.
•
Homophones
–
lexemes with identical
pronunciation but different spelling.
•
Homographs
–
lexemes with identical
spelling but different pronunciation.
•
Paronymy
–
the phonetic similarity and
resemblance in sound between two or more lexemes.
•
Quasi-homonyms
–
a pair of words
differing by only one phoneme (also called a minimal
pair).
Tasks to be Implemented in Stage II (Developmental
Stage)
–
The content of the first part of the training plan is
explained using relevant slides and supplementary
materials. Students listen attentively and take notes on
the key points in their notebooks.
–
Theoretical information about synonyms and their
types is presented through slides and additional
sources. During the brief discussion and Q&A session,
students become active participants in the lesson.
–
To reinforce the lecture, test questions are displayed
via slide presentation. Students listen, write down the
questions, and respond in turn at the appropriate
moments. The set of pre-prepared test questions based
on the theoretical material about types of synonyms is
also designed to support the development of students’
lexical competencies. Below are some sample linguistic
test items provided as illustrative examples:
Which of the following phenomena are common to all
parts of speech?
Polysemy
Synonymy
Homonymy
Antonymy
Answer options:
A) 1
B) 1,2
C) 1,2,3
D) 1,2,3,4
In the following suffix usages of the word suzmoq (to
skim, to swim, to butt), what type of word is suzmoq?
Oshni suzdi (skimmed the soup)
Suvda suzdi (swam in the water)
Sigir suzdi (the cow butted)
Answer options:
A) Homonym
B) Paronym
C) Synonym
D) Polysemous word
Can a polysemous word have separate antonyms for
each of its meanings?
Answer options:
A) A polysemous word can have only one antonym
B) Only monosemous words can be antonyms
C) A word with antonyms for each meaning is not
polysemous
D) A polysemous word can have distinct antonyms for
each meaning
In the sentence: In construction, I am the boss, Bo’riev.
The funds and the people, including you, are all at my
disposal, which of the following words can function as
a synonym for ixtiyor (disposal)?
Answer options:
A) Mayl (will)
B) Izn (permission)
C) Izm (control/influence)
D) Mayl, izn
Between which of the following units does homonymy
not occur?
Answer options:
A) Between two words
B) Between two words and their figurative expressions
C) Between two suffixes
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D) Homonymy can occur among all listed units
In which of the following word pairs are the suffixes
homonymous?
Answer options:
A) Kiyinmoq
–
ekinlar
B) O‘qildi –
yozildi
C) Gulzorlarda
–
paxtazorlarda
D) Uchrashmoq
–
o‘rganish
In which of the following pairs cannot be considered
synonyms?
Answer options:
A) Adil
–
odil
B) Adolatli
–
odil
C) Adil
–
tik
D) Odil
–
adi
In the following lines by A.O.:
O‘chib borayotgan qanchalar qalam,
Ne-
ne bitiklar xam yo‘
qdir, vassalom.
Dunyoda faqat bir sobit suxan bor,
U o‘z farzandingga o‘zing qo‘ygan nom.
What is the synonym of the word sobit in this verse?
Answer options:
A) Pleasant (yoqimli)
B) Reliable (ishonchli)
C) Firm (qat’iy)
D) Permanent (doimiy)
Which of the following phenomena are characterized
by formal similarity?
Answer options:
A) Polysemous words
B) Homonyms
C) Paronyms
D) A and B
Which of the following word pairs are not paronyms?
Answer options:
A) Yuvindi
–
uyuindi
B) Yoriq
–
yoruq
C) Charlamoq
–
chorlamoq
D) Archish
–
artis
After that, the next item of the selected training plan is
explained using visual materials, while students listen
and take notes on the relevant sections. A general
conclusion is made regarding all the questions included
in the lesson plan. At the end of the theoretical part, a
final question-and-answer session is held with
students, and they respond to the questions to the best
of their ability.
The content of the final oral questions addressed to the
students includes the following:
1.
In which language units does the
phenomenon of homonymy occur?
2.
Provide examples of homonyms.
3.
State the rules for homoforms and
homophones.
4.
What are contextual synonyms?
5.
Provide examples of phraseological
synonyms.
6.
Discuss the types of antonyms.
After the oral Q&A session, students’ answers are
corrected and clarified, and their strengths and
shortcomings are addressed.
Tasks Implemented in Stage III:
–
A general concluding summary of the topic is
delivered. Students listen and take notes.
–
Students’ knowledge and skills gained in this topic are
assessed.
–
A task is assigned to write an independent paper on
the topic.
The topics of such independent assignments are
typically as follows:
1.
Prepare a short explanation of homonyms
and how they differ from polysemous words. Find 50
examples of different types of homonyms from literary
texts.
2.
Prepare a report on synonyms and
synonymic rows, and identify 50 examples of various
types of synonyms from literary texts.
3.
Write a short paper on antonyms and their
types, and find 50 examples from literary sources.
4.
Prepare a brief overview of the main types
of homonyms, synonyms, and antonyms, and collect 50
examples from literary texts showing how they
function in speech.
It should be emphasized that each independent task
assigned to students must be completed within the
designated timeframe, with clear reference to the
author of the text and the specific page number. This
strict requirement is set to ensure that each student
independently reads a selected work by a particular
author, thereby broadening their artistic and aesthetic
worldview, enriching their vocabulary, and developing
skills in using these words in speech. These factors, in
turn, help students consolidate their theoretical
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knowledge and lay the foundation for the development
of their lexical competence.
After discussing the assigned independent tasks during
the lesson, students' knowledge is assessed using the
“Boomerang” method. This process is implemented as
follows:
–
Students are initially divided into small groups and
introduced to the purpose and procedure of the
independent task discussion;
–
A number of handouts are distributed to students for
individual study. In particular, the following questions
are provided:
a) Provide information about homonymous words and
explain your answer with examples.
b) Provide information about synonymous words and
give examples.
c) What are antonyms (words with opposite
meanings)? Give examples and explain them.
d) What are the linguistic characteristics of
paronymous words? Give examples.
–
The given linguistic exercises are studied
independently by the students, and appropriate
answers are collected from them;
–
New groups are formed by rotating members of the
existing groups. Each student shares the information
they have studied and the examples they have
gathered within the new small groups, complementing
each other. As a result, the students fully grasp the
given text;
–
In order to assess the degree of assimilation of the
provided material, internal control is carried out within
each group, where members ask and answer questions
and engage in discussion and debate;
–
A “group recorder” is appointed in each group to
evaluate students’ knowledge and keep track of the
scores;
–
Additional questions are asked to further determine
how well students have understood the texts;
–
The total score for each group is calculated based on
the answers provided;
–
A Q&A session is organized using questions prepared
by each group member, with “group recorders”
keeping track of the scores based on the answers;
–
At the end of the lively discussion, the total score
accumulated by each group is calculated;
–
The total points collected by each group are equally
distributed among its members, and the winning group
is recognized and rewarded accordingly.
Thus, students’ knowledge on the topic “Types of
Words According to Form and Meaning Relationships”
shows dynamic growth compared to stages I and II. The
effective use of techniques such as “Brainstorming”
and “Boomerang” in practical lessons becomes one of
the key factors in achieving high efficiency during the
sessions. All of these contribute to the development of
students’ linguistic competence and ultimately lay the
groundwork for further improvement.
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тарбия жараёнида қўллаш. Т. Талқин, 2012.
Jumanazarov U.A., Ibragimova F.E., Jumanazarova G.U.
Ona tili. Toshkent, “Innovatsiya
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