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in the globalized world
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VOCABULARY LEARNING STRATEGIES AT THE MAIN METHOD OF
LEARNING FOREIGN LANGUAGE
Nazarova Maftuna Abduvahob qizi student of Uzbek
State World Languages University scientific
advisor: Ibrohimova L.I.
Abstract:
Learning a new language has numerous obstacles, one of which is knowing
the language's vocabulary. Encourage pupils to become autonomous learners during the
potential of second language (L2) vocabulary development is an important strategy to
deal with the problem. Thus, the purpose of this study is to investigate the use of various
vocabulary learning strategies among adult English as a foreign language learner, as
well as to examine the various vocabulary learning strategies and determine the benefits
and drawbacks of each strategy. It was able to determine which VLS was utilized the
most regularly and least repeatedly by learners who had completed the language
program and those who were still in the course. It also discovered effective ways for
teaching vocabulary to students.
Keywords:
learning strategies, vocabulary language learning strategies, second
language acquisition, vocabulary learning beliefs, English as a foreign language (EFL)
One of the aspects in teaching English is vocabulary. Vocabulary is the
foundational skill that pupils must master before movingon to other skills such as
reading, writing, listening, and speaking. Without knowing and comprehending the
language it is difficult to master the other competencies. It has proven difficult to
determine which vocabulary earning strategy (VLS) is the most effective. As Wilkins
[1972] so eloquently puts it, 'without grammar, very little can be conveyed; without
vocabulary, nothing can be conveyed.' This simply illustrates the importance of having
adequate vocabulary, but acquiring it can be difficult; as a result, learners must be
equipped with strategies to deal with this major component.
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A vocabulary learning technique is a tool that students use to learn new words.
[Ahmed, 1989] Learners may use a variety of learning tactics that they believe will help
the learners acquire vocabulary. It aids learners in the development of all skills. As a
result, teachers consider the usage of rigorous vocabulary teaching approaches in the
classroom. Also covered are the importance of vocabulary in learning and teaching
language, alternate methods of teaching vocabulary, and how to teach and inspire
students at various levels. Vocabulary is a vital aspect of language development because
it is an integral part of the language. Beneficial learning practices can help students not
only expand their vocabulary and make studying more relevant, but also boost their
learning abilities.
The findings of this study may provide teachers with concerns related to their
pupils' vocabulary learning. To complete the quantitative real inquiry, a questionnaire
survey of vocabulary acquisition methodologies English in universe learners was used.
It examines the association between vocabulary techniques and vocabulary
scores by contrasting good and poor learners’ vocabulary learning tactics. [Allen, 1983].
Finally, it draws the following conclusion: cognitive techniques were employed
more frequently than met cognitive and social affective strategies by the students
studied in this study to learn English vocabulary. The standard deviation (SD) depicts
the amount of variation or distribution from the average. That is, it reveals how much
the learners differ in their pursuit of each method. The primary goal of this case study
is to determine how each category is perceived by all learners and difference between
the high level and low-level group of students.
No Item
No.
Dictionary Use Strategies
Mean SD
1
3
I carry a pocket dictionary to look up the words I
don’t know
4.50
0.674
2
1
I look up new words in an English-Uzbek dictionary
3.50
0.905
Topical issues of language training
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3
2
I look up new words in an English-English
dictionary
2.25
0.965
Because technological advancements make our lives and studying more
convenient, learners are using pocket dictionaries, electronic dictionaries, and online
dictionaries more frequently than ever before. Because checking up a new term in a
pocket dictionary takes significantly less time and is much easier to use, this technique
is unquestionably the best. However, there has been great dispute over whether a student
should use a monolingual, bilingual, or semibilingual dictionary. Semibilingual
dictionaries, which mix the elements of monolingual and bilingual dictionaries, may not
be as popular as monolingual or bilingual dictionaries. As a result, this group of students
assessed the monolingual dictionary technique as the least frequently employed.
Students might be in trouble with looking up the right word and with understanding the
definitions. Even though a monolingual dictionary can provide a more detailed
overview of the lexical system of a foreign language [ Ellis, 1994]. The difficulty of
looking up the right words and understanding the definitions makes it seldom used by
the students.
Apart from carrying a pocket dictionary to look up new words, learners frequently
employ the following four strategies to expand their vocabulary: paying attention to
pronunciation, highlighting important words, paying attention to examples of how a
word is used in English, and listening to English songs, radio programs, watching
English movies, and so on. [ Fan, 2003] Two of the four perception strategies had a
mean of more than four, while the other two received a mean of three to four. It was
discovered that pupils frequently adopted this method in their learning. Knowing a word
entails not just memorizing its dictionary definition, but also learning how to pronounce
it and use it in conversation.
References
1.
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Words, 3-14. London: CILT.
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in the globalized world
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