“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 5, 2024. MAY
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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Teaching vocabulary for English language learners
Abdurakhmonova Feruza Abdulazizovna
Teacher of Fergana Polytechnic Institute
E-mail address:
abdurahmonovaf28
Phone number: +998901515002
Sobirova Sugdiyona Dilshod kizi
Assistant of Fergana polytechnic institute
Abstract:
Teaching vocabulary to English Language Learners (ELLs) is
crucial for their language development and overall success in academic and social
settings. This research explores strategies for teaching vocabulary to ELLs, focusing
on differentiating between active and passive vocabulary and introducing various
vocabulary techniques.
Keywords:
English language learners, vocabulary acquisition, teaching
strategies, realia, drilling, teaching techniques, active vocabulary, passive
vocabulary.
Преподавание лексики для изучающих английский язык
Абдурахмонова Феруза Абдулазизовна
Преподаватель Ферганского политехнического института
Адрес электронной почты:
abdurahmonovaf28
Номер телефона: +998901515002
Собирова Сугдиёна Дилшод кизи
Ассистент Ферганского политехнического института
Аннотация:
Преподавание лексики для изучающих английский язык
(ELL) имеет решающее значение для развития их языка и общего успеха в
академической и социальной среде. В данном исследовании рассматриваются
стратегии преподавания лексики для ELLs с акцентом на разграничение
активного и пассивного словарного запаса и внедрение различных
лексических техник.
Ключевые слова:
Изучающие английский язык, усвоение лексики,
стратегии обучения, реалии, бурения, методы обучения, активная лексика,
пассивная лексика.
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 5, 2024. MAY
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
505
Ingliz tilini o‘rganuvchilarga lug‘atni o‘rgatish
Abduraxmonova Feruzaxon Abdulaziz qizi
Farg‘ona politexnika instituti o‘qituvchisi
Telefon nomer:
+998901515002
Sobirova So‘g‘diyona Dilshod qizi
Farg‘ona politexnika instituti assistenti
Annotatsiya:
Ingliz tilini o‘rganuvchilarga (ELLs) lug‘atni o‘rgatish ularning
til rivojlanishi va akademik va ijtimoiy sharoitlarda umumiy muvaffaqiyati uchun
juda muhimdir. Ushbu tadqiqot faol va passiv lug‘atni farqlash va turli lug‘at
usullarini joriy etishga urg‘u berib, ELLs uchun lug‘at o‘rgatish strategiyalarini
o‘rganadi.
Kalit so‘zlar:
Ingliz tilini o‘rganuvchilar, so‘z boyligini o‘zlashtirish,
o‘rganish strategiyalari, realia, mash qilmoq, o‘qitish usullari, faol lug‘at, passiv
lug‘at.
Vocabulary refers to the understanding of words and their definitions.
According to Steven Stahl (2005), understanding vocabulary means more than just
knowing the definition of a word; it also involves understanding how that word
relates to the surrounding world.
Different categories have been defined and classified in the study of
vocabulary. There are two categories: active and passive vocabulary. Gruneberg and
Sykes (1991) made a clear distinction between the two kinds of vocabulary. The
initial category of vocabulary consists of words taught to students that they are
expected to be able to utilize. Meanwhile, the second one referred to the words that
students would be able to understand when they encountered them, even though they
might struggle to say them aloud. Hatch and Brown (1995) identified two types of
vocabulary: receptive vocabulary and productive vocabulary. Receptive vocabulary
refers to the words that learners can comprehend in context but are unable to actively
use. The kind of words that students understand when they read but do not use in
speaking or writing (Stuart, 2008). Productive vocabulary refers to the words that
learners comprehend, can pronounce accurately, and effectively utilize in both
verbal and written communication. It includes the necessary items for understanding
words and the skill to communicate effectively when necessary. Productive
vocabulary can be considered an active process since learners are able to generate
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 5, 2024. MAY
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
506
words to convey their thoughts to others (Stuart, 2008). Mastery of vocabulary is a
lifelong process that continually grows and deepens, never reaching complete
proficiency.
Teaching vocabulary to English Language Learners (ELLs) is an essential
element of language teaching that can greatly influence their language growth,
academic achievements, and social engagements. Establishing a solid vocabulary
base is crucial for ELLs to understand English texts, communicate efficiently, and
navigate different language scenarios. Teaching vocabulary is an essential part of
language acquisition as languages rely on words (Alqahtani, 2015). Learning a
language without words is nearly impossible; human communication heavily relies
on the use of words. New research suggests that teaching vocabulary can be difficult
due to teachers lacking confidence in effective vocabulary teaching methods and
struggling to determine how to prioritize word learning in instruction (Berne &
Blachowicz, 2008).
Some experts have proposed several techniques for teaching vocabulary:
1.
Teaching vocabulary with the help of realia:
This technique can improve students' vocabulary retention by utilizing the
reliability of memory for images and utilizing visual aids as cues for word recall.
This technique involves utilizing visual aids and demonstrations. Furthermore,
Gairns & Redman (1986) suggest that the real items technique is suitable for novice
or juvenile students and when introducing tangible vocabulary. Introducing a new
word with a visual aid, such as showing the real object, can assist learners in
memorizing the word through visualization.
2.
Teaching vocabulary by drilling, spelling, and active involvement:
Drilling is utilized to familiarize learners with the word form, especially in
terms of its pronunciation. For students to help to become more acquainted with the
word, it is important for drilling to be straightforward and organic (Thornbury,
2002). According to Reed (2012), memorizing words is the main way to learn
spelling. Considering word spelling is important because the way English words are
spelled does not always match their pronunciation. Using this technique, the teacher
prompts the students to determine the definition of a word through elicitation (Takač
& Singleton, 2008).
3.
Teaching vocabulary through mime, facial expressions and
gestures:
“JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN
UZBEKISTAN” JURNALI
VOLUME 2, ISSUE 5, 2024. MAY
ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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A technique of teaching vocabulary using mime, facial expressions, and
gestures involves verbal introduction of the target word or phrase followed by
physical demonstrations to show its meaning. This could assist students in visually
linking the word with its meaning, thus enhancing their ability to recall and
comprehend. For instance, the teacher could demonstrate the meaning of a word like
"happy" by portraying someone smiling, laughing, and jumping with joy.
Afterwards, students can go over the steps again and pronounce the word out loud
to strengthen their comprehension. Also, have students collaborate in pairs or small
groups to perform various vocabulary words and phrases for their classmates to
guess. This promotes involvement and interaction, as well as offering extra
vocabulary practice in an enjoyable and interactive manner.
In conclusion, effectively teaching vocabulary to English Language Learners
(ELLs) involves implementing a thorough and interesting method that takes into
account the difference between active and passive vocabulary while including
successful teaching techniques. Teachers can help ELLs improve their vocabulary
and language abilities by selecting important words, using active vocabulary in
meaningful ways, and offering chances for practice. In addition, employing various
vocabulary techniques can enhance vocabulary learning and recall in English
Language Learners. Through deliberate planning and execution of these methods,
educators can assist English Language Learners in constructing a sturdy vocabulary
base, ultimately leading to improved language growth and academic achievement.
Reference:
1.
Steven Stahl. (2005)
Teaching word meanings.
New York. 2005.
2.
Reed, D. K. (2012).
Why teach spelling?
Portsmouth, NH: RMC
Research Corporation, Center on Instruction.
3.
Thorbury, S. (2002).
How to teach vocabulary.
England: Pearson
Education Limited.
4.
Gairns, R. & Redman, S. (1986).
Working with words: A guide to
teaching and learning vocabulary.
USA: Cambridge University Press.
5.
Alqahtani, (2015).
The importance of vocabulary in language learning
and how to be taught.
International Journal of Teaching and Education.
6.
Berne, J. I. & Blachowicz, C. L. Z. (2008).
What reading teachers say
about vocabulary instruction: voices from the classroom.
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ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869
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