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MODERN METHODS AND TECHNIQUES IN TEACHING VOCABULARY
FOR A2 LEVEL LEARNERS
Ortiqova Nargiza student of Uzbek State World
Languages University scientific advisor: Dalieva
M.Kh.
Abstract:
There are few facts about “Modern methods and techniques in teaching
vocabulary for A2 level learners”. Many students find it difficult to learn vocabulary in
an English-language classroom, despite the fact that it is an important aspect of foreign
language learning. Words have meaning, and expanding one's vocabulary can help to
prevent communication misunderstandings. The influence of introducing innovative
vocabulary teaching tactics, such as context drills, word-on-board games, flash-card
games, mini-presentations and role-playing, dictionary use, and blended learning, on
ESL learners' vocabulary acquisition is investigated in this study. The typical didactic
teaching method was used to teach vocabulary to the control group. Students who were
taught using the new techniques of education scored higher on vocabulary tests than
those who were taught using the traditional way, according to the data. These techniques
have been shown to improve pupils' vocabulary acquisition.
INTRODUCTION
The importance of and pivotal role played by vocabulary knowledge in
second/foreign language learning has piqued the interest of education professionals over
the last three decades, as they have come to recognize the importance of and pivotal role
played by vocabulary knowledge in second/foreign language learning. As David
Wilkins [1] puts it, “without grammar very little can be conveyed, without vocabulary
nothing can be conveyed” (p.111). As a result, researchers such as Harley [2], Coady
and Huckin [3], and Richards and Renandya [4] have emphasized the importance of
vocabulary knowledge in building ESL/EFL learners' communicative ability. In a
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similar vein, Neuman and Dwyer [5] emphasize the importance of vocabulary by
defining it as the words that allow us to "communicate effectively" (p.385). hence, while
teaching vocabulary for A2 level learners vocabulary instruction is often overlooked,
and teachers and curriculum designers fail to give it the attention it deserves. Most
language instructors use the standard vocabulary teaching method of "listing and
defining the new term" and then challenging students to memorize meanings in English
in both secondary and post-secondary school.
RESEARCH QUESTIONS
Question 1: Can the employment of the seven vocabulary teaching tactics explain
any significant variations between the overall mean scores of students in the control
group and those of students in the experimental group among A2 level learners?
Question 2: Are there any significant variations between the experimental and
control groups' mean vocabulary scores within A2 level learners?
LITERATURE REVIEW
Theories and best practices in favor of Vocabulary Learning Strategies (VLS)
have been developed by communicative competency theories and the communicative
approach to foreign language learning. Direct and indirect tactics are investigated by
Rebecca Oxford and David Crookall [6]. They define direct VLS as a "mental strategy"
in which students consciously study vocabulary through the following sub-strategies:
1)
memory, 2) compensation, and 3) cognition. Indirect VLS, from the other side,
involves the application of sub-strategies such as 1) metacognition, 2) affective strategy,
and 3) social strategy. Mohammed Albousaif [7] set out to investigate the VLS used by
200 A2 level learners in high school, as well as their actual reasons for using or not
using those strategies at each of the five essential vocabulary-learning stages:
encountering new words, acquiring word form, acquiring word meaning, consolidating
word form and meaning in memory, and using the word.
3.1.
The Significance of the Study
Few studies have looked into or proposed strategies to help A2 learners develop
their communicative language ability by facilitating vocabulary learning/teaching
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processes. As a result, the current study aims to bridge the gap between theory and
practice by investigating seven VLS that are thought to aid foreign language vocabulary
acquisition. Context drills, word-on-board games, flash-card games, minipresentations,
dictionary consulting, role-playing, and blended learning are some of the tactics used.
METHODOLOGY
4.1.
Design of the Study
The effectiveness of applying seven instructional tactics to promote students'
vocabulary learning was investigated using a quasi-experimental pretest-posttest
experimental approach. Context drill, word-on-board game, flash-card game, mini-
presentations, role playing, dictionary consulting, and blended learning are some of the
tactics used.
4.2.
Instrument of the Study and Method
On the same groups of A2 students, a vocabulary pre- and post-test was
administered before and after the application of each teaching approach. Teacher A, for
example, would evaluate the students before and after employing role acting to teach
vocabulary. Each teacher began by teaching vocabulary using the didactic technique,
and then moved on to the ways listed below. The group was given pre and post tests by
the teacher, with the results being logged and examined by the researcher.
4.3.
Strategies Used to Teach English Vocabulary
Seven strategies were used to teach vocabulary to pupils in their preparation year
in this study. The teachers describe the strategies they used to teach the students in the
following quotations. The context drill, for example, according to teacher A...
Uses vocab in context (groups): write all of the unit words on the board and have
students create a skit, conversation, paragraph, or short story using the words in a
context related to the unit—usually, I'll ask them to use half of the words; however, for
differentiated learning, I'll ask them to use all of the words—this only works if the
instructor has assigned the groups. I generally include a grammatical check as well.
Another teacher described how she uses the word-on-board game, which she
defines as: Game daily review (teams)-one student is a judge; one student from each
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team comes to the board-the teachers say a definition and then they write the word on
the board with the correct spelling with the help of their team-the first team to get it
wins the point-the first team to get it wins the point (Teacher B).
ANALYSIS AND DISCUSSION
This study looks at which teaching approaches are the most effective for teaching
EFL vocabulary. The participants in this study were students enrolled at the A2 level.
The primary goal was to investigate the students' responses to various instructional
approaches. The results revealed that there was a difference for blended learning and
role playing when it came to the first question of the study (whether there were any
significant differences between the total mean scores of the students in the control group
and those of the A2 level students in the experimental group that could be attributed to
the use of the seven vocabulary teaching strategies).
CONCLUSION AND PEDAGOGICAL IMPLICATIONS
The new study will help EFL educators and academics better comprehend
university-level vocabulary education. There are several pedagogical implications.
English teachers have an important role in helping A2 level students improve their
vocabulary knowledge and comprehension, as well as in helping students remember this
information and understanding for future use and reference while reading and writing
in English. The current study will aid EFL instructors and scholars in better
understanding vocabulary instruction for A2 level students. Pedagogical implications
abound. English teachers have a critical role in assisting students in improving their
vocabulary knowledge and understanding, as well as in assisting students in retaining
this information and understanding for future usage and reference while reading and
writing in English.
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