Topical issues of language training
in the globalized world
92
Потенциальные практические применения результатов исследования
включают разработку методик обучения иностранным языкам, адаптированных
к специфике молодежной субкультуры, а также создание лингвистических
ресурсов и инструментов для мониторинга и анализа лексических изменений в
языке. Это может быть полезно как для образовательных учреждений, так и для
разработчиков языковых приложений и программ.
Литература
1.
Agha, A. (2007). Language and Social Relations. Cambridge: Cambridge University Press.
2.
Ashurova, D., & Galieva, M. (2017). Problems of Linguoculturology. International Journal
of Cognitive Research in Science, Engineering, and Education, 5(2), 15-21.
3.
Bucholtz, M., & Hall, K. (2005). Identity and Interaction: A Sociocultural Linguistic
Approach. Discourse Studies, 7(4-5), 585-614.
4.
Cameron, D. (2000). Good to Talk? Living and Working in a Communication Culture.
London: Sage Publications.
5.
Dalieva, M. Kh. (2018). Classification of slang in non-standard variants .
NovaInfo.Ru
(1) No.
95. pp. 52-55.
6.
Eckert, P. (2006). Communities of Practice: Where Language, Gender, and Power All Live.
In K. Hall, M. Bucholtz, & B. Moonwomon (Eds.), Locating Power: Proceedings of the
Second Berkeley Women and Language Conference (pp. 89-99). Berkeley: Berkeley Women
and Language Group.
7.
Рахмонов, А. Б. (2021,
February
). К ВОПРОСУ О МУЛЬТИМЕДИЙНЫХ КЕЙСАХ В
ПОДГОТОВКЕ ПЕДАГОГОВ.
In The 6th International scientific and practical conference
“World science: problems, prospects and innovations”(February 23
-25, 2021) Perfect
Publishing, Toronto, Canada. 2021. 792 p. (p. 624).
8.
Temirova N. & Dalieva M. (2022). Neologisms as a linguistic phenomenon and their
interpretation in modern linguistics .
Актуальные
вопросы
языковой
подготовки
в
глобализирующемся
мире
, 1(1), 177
–
181.
9.
Valieva, N.Z. Lexico-
phraseological field “Emotional state of a person” in the English
language.
Zamonaviy ingliz tili muammolari va istiqbollari: filologiya,
o‘
qitish metodikasi,
adabiyotshunoslik,
91-95.
TEACHING VOCABULARY BY USING DIRECT METHOD FOR B1
LEARNERS
Djumabaeva Aziza Timurovna
student
Uzbek State World Languages University
Scientific supervisor: Akhmadullina Alina Ildarovna
teacher
Uzbek State World Languages University
Topical issues of language training
in the globalized world
93
Abstract
This study examines the effectiveness of employing the direct method in teaching English
vocabulary to B1 level students
. The Vocabulary Approach, in various contexts, emphasizes the
significance of expanding one
’
s lexicon or word knowledge, word usage, word relationship,
communication skills (Recognizing that a robust vocabulary enhances communication skills).
Learning a language through vocabulary involves classroom observations, student surveys, and pre-
and post-tests. Results indicate that students exposed to this approach demonstrate greater
engagement, improved vocabulary accuracy, and increased confidence in using English in
vocabulary situations. The findings highlight the importance of adopting innovative pedagogical st
rategies that promote active participation and meaningful interaction in language learning
classrooms. This study contributes to the ongoing discourse on effective language teaching
methodologies and provides insights for educators seeking to enhance vocabulary instruction for B1
level English learners. Overall, this study provides valuable insights for educators seeking to enhance
vocabulary instruction for B1 level English learners. The positive outcomes observed, including
enhanced engagement, improved vocabulary accuracy, and heightened confidence. As language
educators strive to create dynamic and effective learning environments, this study offers practical
implications and recommendations for optimizing language teaching practices at the B1 level.
Keywords:
direct method; English vocabulary; B1 level; lexicon; communication skills;
classroom observation; pre-test; post-test; pedagogical strategies; English learners; learning
environments.
English is seen as one of the more demanding languages in our daily lives. The
fact that attention is being paid to the English language that is being shown is obviously
anything from mysterious. A Decree
“
On measures to additionally improve the
learning arrangement of unknown dialects
”
was signed by Islam Karimov, the first
President of the Republic of Uzbekistan, in order to create a young population that is
well-groomed and well-educated. English language teaching has recently begun to
focus on phonetic and social variation rather than training viewpoints associated with
the English language. English is perhaps the most well-known undiscovered dialect.
Many Uzbek people want to study for social, economic, and educational purposes; this
is also true for many other non-English speaking countries.
Teaching is the process of imparting information from one person to another
using resources and an approach, method, or technique. (Brown, 1987)
“teaching is
showing or helping someone to do something, giving instruction, guiding in this study
of something, providing with the knowledge causing to know or understand.”
Topical issues of language training
in the globalized world
94
The Direct Method of Vocabulary Instruction In the seventh grade of junior
high school, a teacher is responsible for assigning tasks, offering guidance and
teaching, and imparting knowledge that helps students learn or comprehend. And the
male is typically referred to as the instructor. Learning and teaching are inextricably
linked.
Teaching is
“
guiding and facilitating learning, enabling the learner to learn,
setting the conditions for learning,
”
according to Brown (2007). Throughout the
teaching process, the instructor helps the students understand and clarifies difficult
concepts.
In English, vocabulary is crucial as it helps students grasp the meaning of
words.For this reason, it is crucial that students have a large vocabulary. (Hiebert, E.H
& Kamil, 2005) state,“vocabulary is a set of words for which an individual can assign
meanings when listening or reading”. Thus, in order to improve comprehension of their
explanations, teachers must use effective vocabulary-teaching strategies. There are
several approaches to teaching vocabulary, including the silent way, TPR, CLT, direct
technique, audiolingual method, grammar translation method, and so on. In the direct
technique, people pick up vocabulary or language on their own. ”Direct method is a
method of teaching a foreign language, especially a modern language through
conversation, discussion and reading in the language itself, without translation and the
study of formal grammar. The first words are though by pointing to objects, pictures
or by performing action” (Patel, M.E & Jain, 2008). As a result, the direct method—
also known as the natural method
—
allows language learners to appreciate the
language.
Generally speaking, vocabulary that was previously provided to pupils as
records and jargon assistance has focused on encouraging understudy to consider and
remember word connotations. This method of instruction only imparts a cursory and
superficial understanding of language. According to research conducted by the Texas
Reading Institute, children who only learn word meanings by heart usually struggle to
Topical issues of language training
in the globalized world
95
apply the information in definitions and frequently misunderstand what the term
means.
A term used in different contexts might have different meanings, thus just
teaching pupils the definition of a word without providing examples of its use in those
contexts won
’
t help them fully grasp its significance. It is challenging for learners to
employ a memorized list of terms in spoken and written language when they are taught
without regard for the context.
The greatest method for learning a word
’
s meaning and how it connects to
other words is to look at the context in which it appears. Furthermore, a definition-
based technique, along with its application in the content, may produce comprehensive
and flexible word meaning information.
Students start to understand how a word
’
s meaning may alter and shift based
on its context when they are given many sentences that employ the same term in various
ways. To fully understand a term, learners must see it in a variety of situations.
There are several approaches of teaching vocabulary than the keyword
strategy. There is still another method that is really beneficial for expanding one
’
s
vocabulary. This is accomplished using affixes and roots. There are two benefits for
English language learners to be aware of Latin roots and affixes. Through the use of
prefixes and suffixes, it can aid in the learning of new words by connecting them to
well-known ones. Additionally, it may be employed to verify whether an unfamiliar
has been accurately inferred from the context.
Prefixes from Latin can be found in a wide variety of terms. For instance, in
Thorndike and Lorge
’
s Teacher
’
s Word Book, 433 of the 20.000 most common terms
have the prefix ad- in one of its different forms. determined a list of 20 prefixes and 14
root elements that are connected to 14,000 terms in Webster
’
s Collegiate Dictionary
and 100,000 words in an unabridged dictionary by looking at the most significant
prefixes and root components. 14 matters words have been created by combining these.
Learners will get familiar with the most helpful prefixes and roots by
mastering words and the meanings of their constituent elements. Three abilities are
Topical issues of language training
in the globalized world
96
necessary for learners to employ prefixes and roots: they must be able to split new
words into their component components, revealing the affixes and roots.
References
1.
Allen, V.F. (1993), TECHNIQUES IN VOCABULARY TEACHING, Oxford University
Press, New York.
2.
Brown, H. D. (2007). Principles of Language Learning and Teaching. New York: Longman.
Hiebert, E.H & Kamil, M. (2005) Teaching and Learning Vocabulary Bringing Research to.
3.
Carter, R. (1987), VOCABULARY, Rutledge, London.
4.
Hiebert, E.H & Kamil, M. (2005). Teaching and Learning Vocabulary Bringing Research to
Practice. United States: Lawrence Erlbaum Associates.
5.
French, F.G. (1972), TEACHING OF ENGLISH AS AN INTERNATIONAL LANGUAGE,
Oxford University Press, London.nces:
6.
Kaswan & Suprijadi, D. (2011). Language in Society. bandung: STKIP Siliwangi.
IMPROVING CRITICAL THINKING THROUGH AUTHENTIC MATERIALS
Donishova Ma
’
suma Bahodir qizi
student
Uzbekistan State World Languages University
Abstract
Improving students
’
critical thinking skills requires an active and engaging learning
process. This involves using effective teaching materials and methods to encourage students to think
critically. The teaching and learning process goes beyond simply receiving information from
instructors; it involves various activities aimed at achieving better learning outcomes. For instance,
tasks that stimulate critical thinking and the use of diverse teaching methods and models play a
crucial role in this process. Emphasizing experiential learning is essential for gaining valuable
insights. The success or failure of a learning endeavor greatly depends on this approach. Educators
play a vital role in developing students
’
critical thinking abilities, given the increasing importance of
this skill in everyday life. Many aspects of daily life require critical analysis, making it particularly
crucial for students, who represent the future generation of the society.
Key words
: critical thinking, problem-solving abilities, creativity, metacognition, effective,
communication, collaboration, innovation.
A nation
’
s wealth is largely dependent on its human capital. For a country to
progress and flourish, it needs strong support from its human resources in terms of both
quality and quantity. Enhancing the quality of human resources is crucial, especially in
the
context
of
navigating
the
challenges
of
the
21st
century.
