172
2) The introduction, which usually provides information about the main characters of the case,
tells about the background of the situation considered below, indicates the personally significant meaning
of the problem contained in the given situation.
3) The main part, containing the main div of information and internal intrigue, the problem
contained in the situation proposed for analysis.
4) Conclusion, where the situation may ―hang‖ at that stage of development that requires solving
the problem. Optionally, the entire content of the case should be given in the form of familiar text. Instead
of text or along with it, audio or video recordings, newspaper articles, various illustrations, statistical data
in the form of graphs, diagrams, charts, etc. can be used [1: p. 200].
REFERENCES:
1. Casanave C.P. Writing games: Multicultural case studies of academic literacy practices in higher
education. Mahwah, NJ: Lawrence Erlbaum, 2002.
2. George, A.L., Bennett, A. Case studies and theory development in the social sciences. Cambridge, MA:
MIT Press, 2005.
3. Hamel, J., Dufour, S., Fortin, D. Case study methods. Qualitative research methods (Vol. 32). Newbury
Park, CA:Sage, 1993.
4. Merriam, S. Qualitative research and case study applications in education (2nd ed.). San Francisco:
Jossey-Bas, 1998.
5. Stake, R. Case studies. In N.K. Denzin, Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed.,
pp. 435–454). Thousand Oaks, CA: Sage, 2000.
THE IMPORTANCE OF VOCABULARY IN LANGUAGE LEARNING
Dauletova D.B.
Assistant teacher, English Language and Literature Department, KarSU named after Berdakh,
Nukus, Uzbekistan
Rahimova D.
1
st
year student, English Language and Literature Department,
KarSU named after Berdakh, Nukus, Uzbekistan
Abstract:
Vocabulary range has always been regarded as central part of learning language since
individuals face several obstacles when they are learning new languages. Similarly, the majority of
teachers have doubts in teaching vocabulary in a proper manner and where to begin with. This article
illustrates the significance of vocabulary range and some techniques which are used effectively by
English teachers.
Key words:
vocabulary, techniques and methods
Аннотация:
Словарный запас всегда рассматривался как центральная часть изучения языка,
поскольку люди сталкиваются с рядом препятствий, когда они изучают новые языки. Точно так же
большинство учителей сомневаются в том, как правильно преподавать лексику и с чего начать.
Эта статья иллюстрирует значение словарного запаса и некоторые методы, которые эффективно
используются учителями английского языка.
Ключевые слова:
лексика, упражнения и методы
Vocabulary is considered as one of the essential aspects of acquiring language and its
development. Limited vocabulary range prohibits succeeding in learning language, in particular, for
second language learners since it never ends. Although a person can make grammatically accurate
sentences, insufficient vocabulary range limits the learner‘s communication with others. If a person
knows only the words but not the grammar, he can express or communicate what he is going to say by
pronouncing the words. As we know, without knowing how to request information in a foreign language,
we can make sentences in the native language using suitable words and specify what we need.
According to
Napa
, states that ‗it is a fact that vocabulary is one of the components of the
language. There are no languages that exist without words. They are the means by which people exchange
their thoughts. The more words we learn the more ideas we should have. This way we can communicate
our ideas more effectively. It is not easy to teach vocabulary, especially new vocabulary, to junior high
school students, because teaching it requires an explanation of every part. However, at other times the
teacher should see that the meaning and use of words should also be given a lot of attention‘ [
Napa
:
1991].
173
It is necessary to make a few remarks about the most commonly used English terms denoting the
concept of "vocabulary" (from the Latin 'name', also called word stock, lexicon, and lexis) can be defined
as all the words in a language that are understood by a particular person or group of people.
A.S. Hornby, English linguist and methodologist, widely known for his works in the field of
methods of teaching English to foreigners in ―The Advanced Learner‘s Dictionary of Current English‖
states that vocabulary is: (1) all words that a person knows or uses, (2) all words in a particular language,
(3) words that people use when they talk, and (4) a list of words with their meanings, especially in a book
for learning a foreign language [A.S. Hornby:2006].
As a matter of fact, the practical significance of the Hornby Dictionary for foreign learners
English is difficult to overestimate. This relatively small dictionary reference is intended for people who
have mastered the basics of the English language within high school. With its help, they can read and
comprehend modern fiction, popular science and socio-political literature. Despite its small volume, it
registers exactly those words of the modern English language that are most often found in colloquial and
in modern literary texts [L.P.Stupin: 1985]
Considering all above mentioned, Nation confirms that vocabulary is central to language. This
means that vocabulary is the main element of the language. A language is an expression that is
constructed using words or vocabulary. Words are tools that are used for thinking, expressing ideas and
feelings, as well as for cognition of the world. When learning a language, vocabulary is an important
component. It is associated with the four skills of listening, speaking, reading and writing [Nation: 2001]
In other words, we can say that vocabulary is the most important tool that people use to
communicate with each other. Thus, knowledge of vocabulary is often seen as a key way to learn a
second language due to the fact that a limited vocabulary hinders successful communication in this
language.
As Nation further describes, the relationship between knowledge of vocabulary and the use of
language is complementary: knowledge of vocabulary allows the use of language, and, conversely, the
use of language leads to an increase in knowledge of vocabulary. Recent achievements in the field of
learning second and foreign languages emphasize that non-native speakers, in addition to grammar and
pronunciation, need a solid foundation of vocabulary knowledge to become successful users of English in
any academic environment. Thus, regardless of the degree of competence of students in grammar and
pronunciation, without sufficient knowledge of vocabulary, they cannot communicate effectively. This is
largely due to the fact that vocabulary carries more meaning of the text than grammar. In fact,
grammatical errors lead to illiterate utterances, while incorrect use of vocabulary affects the
communicative act. That is, vocabulary is one of the linguistic components that influence the
development of communicative competence, as well as the language skills of students [Nation:2001].
All things are considered, the knowledge of vocabulary is considered as the most important tool
for mastering any language skills; it also contributes to the understanding of written and oral texts. Thus,
despite more frequent familiarity with vocabulary, students are more confident in understanding and
interpreting the meaning of some unknown words from the context. Indeed, learning vocabulary means
not only learning new words, but also knowing their functions and applicability to different contexts and
situations. In other words, the comprehension and production of language depends on the simultaneous
and complex process of extracting and constructing utterances through the use of appropriate lexical
combinations at the appropriate time and place. Students should learn the language not only as an abstract
system of vocal signs, as if it were a kind of grammatical text with an accompanying dictionary, but also
as a tool that allows students to know which utterances are useful for effective communication, and to
know which utterances are appropriate or not appropriate to use in a given context.
REFERENCES:
1.
Hornby A.S. Oxford Advanced Learner‘s Dictionary of Current English. Oxford New York:
Oxford University Press. 2006.
2.
Napa A Pieter. Vocabulary Development skills. Yogyakarta: Kanisius. 1991.
3.
Nation I. S. P. Learning vocabulary in another language. Cambridge: Cambridge University
Press. 2001.
4.
Ступин Л.П. Лексикография английского языка. Москва: Высшая Школа. 1985.
5.
http://vocabulary.hathitrust.org/definition/007703043
6.
www.compilingdictionary.org/еbooks/6731
