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«MODERN
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IS IT WORTH TEACHING VOCABULARY?
Khamroeva Sanobar Hasan qizi
The Teacher of History and Philology Department
Asia International University
Bukhara, Uzbekistan
Email:
https://doi.org/10.5281/zenodo.10477441
Abstract. This article discusses the importance and value of teaching vocabulary in
educational settings. It explores the benefits of vocabulary instruction and examines different
approaches and strategies for effective vocabulary teaching. The author presents arguments
supporting the inclusion of vocabulary instruction in curricula and highlights the impact of a
robust vocabulary on reading comprehension, writing skills, and overall academic success.
Additionally, the article acknowledges potential challenges and offers suggestions for overcoming
them. Overall, it advocates for the significance of teaching vocabulary and emphasizes its role in
fostering language development and enhancing learning outcomes.
Keywords: Vocabulary teaching, educational settings, benefits of vocabulary instruction,
approaches and strategies, reading comprehension, writing skills.
СТОИТ ЛИ УЧИТЬ СЛОВАРЬ?
Аннотация. В данной статье обсуждается важность и ценность преподавания
лексики в образовательных учреждениях. В нем исследуются преимущества обучения
словарному запасу и рассматриваются различные подходы и стратегии эффективного
обучения словарному запасу. Автор представляет аргументы в пользу включения обучения
словарному запасу в учебные программы и подчеркивает влияние обширного словарного
запаса на понимание прочитанного, навыки письма и общий академический успех. Кроме
того, в статье признаются потенциальные проблемы и предлагаются предложения по их
преодолению. В целом, он пропагандирует важность обучения словарному запасу и
подчеркивает его роль в содействии развитию языка и улучшению результатов обучения.
Ключевые слова: обучение лексике, образовательная среда, преимущества обучения
лексике, подходы и стратегии, понимание прочитанного, навыки письма.
Introduction
This thesis is an attempt to determine the efficacy of teaching vocabulary through games at
the primary level. It was done practically and comparatively. The sample population for this study
consisted of forty ninth-grade students from the private school "Shree Martyrs Memorial English
Boarding School, Biratnagar." The students were pre-tested to determine their level of proficiency.
They were placed into two groups based on the odd-even ranking of their pre-test performance.
After separating them into two groups, one group was taught using a gaming technique, while the
other used a traditional technique. Following the completion of the teaching after twenty lessons,
the post-test was conducted using the same pre-test items. The results of both pre-tests were then
compared to determine the efficacy of the two procedures.
This thesis is divided into two chapters. The first section discusses the general background
of the study, a review of related literature, the objectives of the study, methodology, data
ISSN:
2181-3906
2024
International scientific journal
«MODERN
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АND RESEARCH»
VOLUME 3 / ISSUE 1 / UIF:8.2 / MODERNSCIENCE.UZ
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procedures, the significance of the study, and data interpretation based on the differences in
average score in percentage of each group in pre-test and post-test. The group with the highest
percentage increase has been deemed superior. In addition, the t-test is employed to determine
statistical significance.
Chapter four contains the findings and recommendations based on data analysis and
interpretations, revealing that the group taught by focusing on game technique fared much better.
INTRODUCTION
This study is about the 'Effectiveness of Teaching Vocabulary through Games for Primary
Level'. Introduction consists of general background, defining vocabulary, types of vocabulary,
aspect of vocabulary, importance of teaching vocabulary, effectiveness of teaching vocabulary,
advantages of games in teaching vocabulary, aims of games in teaching vocabulary, games in
presenting the meaning of new vocabulary item, review of related literature, objective of the study,
significance of the study.
Background Information
Humans have a species-specific and species-uniform possession of language.
It is the most sophisticated and powerful kind of human communication. The use of
language accumulates and stores immense knowledge in various sectors of human activity. It is
the universal language for communicating thoughts, feelings, ideas, and emotions. The majority
of the world's operations, such as conveying human culture, literature, political and diplomatic
actions, and human achievements, are carried out through language.
According to Chomsky (2002, p.2), "the topic of language is a particular state, of human
brains that seeks to unearth the nature and properties of linguistic states, their development and
variety, and their basis in innate biological endowment." This embodiment aids in determining the
close approximate among persons across a wide range." Language, according to Wardhaugh, is
"what the members of a particular society speak."
"Language is a purely human and non-extinct method of communicating ideas, emotions,
and desires through a system of voluntarily produced symbols," writes Sapir (1978, p.8). Language
is defined in the Encyclopaedia Britannica (Vol. 13:696) as "a system of conventional, spoken,
and written symbols through which human beings interact and communicate as members of a
social group and participants in a culture." According to Richards and Rodgers (1999, p. 169),
"Language is a system of communication that consists of the structural arrangement of sounds into
larger units such as morphemes, words, and phrases."
According to the definitions of language given above, it is widely agreed that language is a
complex human phenomenon whose primary function is communication. Language, on the other
hand, is a tool of communication that humans employ to express their thoughts and feelings. It is
a method of human communication that uses an organised arrangement of sounds to generate
bigger units, such as morphemes, words, and sentences. Language learning is communication
learning, and all components of communicative competence should be considered. It is a
complicated system made up of at least six parts: phonology, morphology, syntax, lexicon, speech
acts, and discourse. Language is entirely voluntary, as well as architecturally complex. It's one-of-
a-kind and inventive. Human personality is expressed through language. It's a type of social
behaviour.
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According to the above-mentioned definitions of language, it is widely accepted that
language is a complicated human phenomenon whose fundamental function is communication.
Language, on the other hand, is a tool used by humans to convey their thoughts and feelings. It is
a way of human communication that use a structured arrangement of sounds to produce larger
units of communication such as morphemes, words, and sentences. Language acquisition is
communication learning, and all aspects of communicative skill must be taken into account. It is
a complex system comprised of at least six distinct components: phonology, morphology, syntax,
lexicon, speech acts, and discourse. Language is completely optional and architecturally
complicated. It is unique and imaginative. Language is used to express human individuality. It is
a social situation.
On the other hand, there are numerous languages spoken throughout the world.
Furthermore, some languages are no longer spoken but only exist in written form. To exchange
ideas, all languages are employed. So, from this perspective, they are all equally essential. In this
sense, some languages are official, standard, national, and non-standard, and others are
international from a functional standpoint. It is apparent that English is the most important
language in the competitive world of the twenty-first century. Because of scientific and
technological advancements, English has now become the world's lingua franca for
communication purposes.
Defining Vocabulary
Language consists of vocabulary items and grammar rules. Vocabulary is the most
important aspect of language; without it, no language can exist in the world.
Vocabulary is the foundation of language. Thus, each language is made up of vocabulary
items that serve as the primary means of communicating ideas. The more vocabulary items we
have, the more we may express ourselves in various domains. Vocabulary pieces are extremely
significant in any language.
The entire quantity of words in a language is referred to as its vocabulary. Synonyms for
vocabulary include lexicon and lexical elements. The lexicon is defined as a mental inventory of
words as well as productive and derivational processes. Various authors define the term vocabulary
differently. "Vocabulary refers to a set of lexemes, including single words, compound words, and
idioms," write Richards et al. (1985, p. 307). Similarly, Harmer (1991, p.133) states, "If language
structures are the skeleton of language, then vocabulary functions are the vital organs and flesh."
Similarly, Wilkins (1972, p. 111) asserts that "without grammar, very little can be
conveyed, and without vocabulary, nothing can be conveyed."As a result, the most important part
of language is vocabulary. Vocabulary is a tool for exchanging ideas, thoughts, and emotions. We
cannot convey our ideas and thoughts if we do not have grasp of the word. It is the fundamental
building block of language.
Types of Vocabulary
Different criteria might be used to categorise vocabulary. In terms of vocabulary categories,
Harmer (1991, p.159) distinguished between active and passive vocabulary. "Active vocabulary
refers to vocabulary that has been taught to learn and that learners are expected to understand,
pronounce, and use constructively in speaking and writing," he explains.(p.160) According to
Harmer (ibid), "passive vocabulary refers to words that students recognise when they occur in
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context but are unlikely to be able to produce." Similarly, Richards et al. (1985, p 61) divide words
into two categories: content words and function words.
They go on to describe content terms as "words that refer to a thing, quality, state, or action
and have meaning in isolation." (P.63) demonstrates that content words can exist alone in a phrase.
According to Richards et al. (ibid), "function words are words that have little meaning on their
own but show grammatical relationship in between sentences."
Harmer (1991, p.133) categorised language into two categories based on meaning types:
concrete and abstract. Concrete vocabulary is used when a word relates to an object with a certain
shape, such as a table or a chair. It is considered abstract vocabulary if it refers to something that
has no specific shape, size, or measurement and is entirely based on your personal imagination,
such as love or beauty.
Recommendations
The researcher discovered the experience of two different techniques (game technique and
traditional classroom technique) in vocabulary teaching and has been forced to state that game
technique in vocabulary teaching can truly be more effective than traditional classroom techniques
from several perspectives that have already been discussed in the preceding chapter. There is a
need for strategic strategies for improvement at the elementary level in order to improve
vocabulary instruction.
Few English teachers may use the game strategy to teach vocabulary items in the classroom.
The guidelines that follow are based on data from teaching and achievement in a vocabulary test.
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