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ENRICHING THE VOCABULARY OF SENIOR SCHOOL STUDENTS
Khamzayeva Rukhshona Abdusamadovna
English teacher at school No.12, Oltinsay district, Surkhandarya region
https://doi.org/10.5281/zenodo.16829919
Abstract
. This article examines the enrichment of senior schoolchildren's vocabulary in
foreign language lessons. By implementing the tasks of enriching schoolchildren's speech, a
language teacher forms their evaluative attitude to the selection (choice) of language means
depending on a set of factors such as the task, addressee, time, place of utterance, etc.
Key words
: vocabulary, methods, foreign language, level, written and oral speech.
Formation of good speech is a special aspect of work on the culture of speech of students.
This direction is reflected in the current programs. At the same time, in the programs - with
regard to large topics - the following are designated mainly: synonymous series (less often -
antonymous pairs of words) of nouns, adjectives, verbs, adverbs, etc.; parallel syntactic
constructions; the sphere of use of individual morphological categories, word forms, syntactic
constructions, etc.
Thus, enrichment of students' speech presupposes their awareness of the shades of lexical
and grammatical meanings of words, word forms, constructions, as well as their stylistic
features, sphere of use. This understanding is the basis on which the teaching of the choice
(from what is available in the speech memory) of the optimal linguistic means for a certain
speech situation is built.
In the domestic methodology in terms of enriching the speech of schoolchildren, the
following are distinguished: vocabulary work; work on enriching the grammatical (including
intonation) structure of the speech of students. Enriching the vocabulary of students is the most
important task of the school course of a foreign language. The need for special work on
enriching the vocabulary of students is determined, firstly, by the extremely important role of
the word in the language (being the central unit of language, it carries a variety of semantic
information - conceptual, emotive, functional-stylistic and grammatical; filling certain positions
in communicative units - sentences, the word ensures acts of speech communication between
people), and secondly, by the need for constant replenishment of the vocabulary (the more
words a person knows, the more accurately communication between people is realized both
orally and in writing).
The need to expand the vocabulary of students is determined by various reasons. The
surrounding life, studying at school, reading books, newspapers, magazines, listening to radio
and television programs enrich the knowledge of schoolchildren, along with which they often
come to know unfamiliar words. Assimilation of knowledge in this case involves memorizing
new words. Possession of a large stock of words provides the student with a better
understanding of what is read, free, without difficulties, communication in different groups of
people. The desire of senior schoolchildren to expand their vocabulary in foreign language
lessons should be supported by the school. Words are used differently in functional and stylistic
varieties of language, which is associated with the features of their primary and additional
lexical meanings. Understanding this connection by schoolchildren is the basis for teaching
schoolchildren the ability to use known and new words in their own statements, stylistically
differentiated.
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Quantitative expansion of the vocabulary of students is expressed in the gradual addition
of new words to the existing words (the level of replenishment of lexemes in a foreign
language). Qualitative improvement of vocabulary consists, firstly, in clarifying the lexical
meaning and scope of use of words known to schoolchildren, and secondly, in replacing non-
literary words in the vocabulary of students with literary ones (the level of language
improvement). Finally, a special aspect of the quantitative and qualitative improvement of the
vocabulary of schoolchildren is the work on familiarization with the lexical meanings of
polysynaptic words already in their vocabulary (the level of proficiency in a foreign language).
The difference between the active part of a student's personal vocabulary and its passive part
is the level of proficiency in the word. To own a word means to correlate it with reality or
concept, to know its semantics, compatibility and scope of use. If in the student's mind a word
has all of the above-mentioned features, then it is included in the active part of his personal
vocabulary. If a word in his mind is related to a reality or concept and he understands it at least
in the most general form, then such a word is included in the passive part of his personal
vocabulary. The probability of its use in the speech of a schoolchild is small. The function of
these words in the personal vocabulary is to ensure understanding of what is read or heard. In
the initial teaching of a foreign language, the boundaries between the passive and active parts
of the personal vocabulary of a schoolchild are quite flexible: the active vocabulary increases
due to both new words and the transition of words from the passive to the active part of the
personal vocabulary. The task of a foreign language teacher is to help students master the
combinability and scope of application of passive words in order to transfer them to the active
vocabulary of the student, i.e. to solve both problems of enriching the vocabulary of the student
and to help raise the level of language proficiency.
The listed sources (or ways) of replenishing the vocabulary of senior school students in
foreign language lessons, depending on how they are perceived by students - visually or aurally,
make up the following groups: perceived visually (reading books, textbooks, newspapers and
magazines); perceived aurally (speech of the teacher, peers, adults, listening to the radio,
watching TV programs, movies, theatrical performances); perceived simultaneously visually
and aurally (watching filmstrips, special film fragments with subtitles, visiting museums,
exhibitions).
According to the degree of teacher influence on the specified ways of replenishing the
vocabulary of students, they are divided into controlled and partially controlled. Controlled
ways of replenishing the vocabulary of senior school students include the school lexical
minimum of the foreign language studied at school, and the educational speech of the teacher
himself. In his/her educational speech, the teacher purposefully selects the necessary
vocabulary, "presents" it with the expectation that schoolchildren will learn the lexical
meanings of words, and includes these words in appropriate contexts to demonstrate their use.
The teacher, where necessary, returns to what was said earlier, varying his/her educational
speech. In the course of explanation, he/she can obtain information about the degree to which
senior schoolchildren have learned new words and restructure his/her presentation. With the
help of textbooks on the foreign language being studied at school, schoolchildren learn words
and terms corresponding to their level of proficiency in a certain system established by their
authors. One of the tasks is the purposeful quantitative and qualitative improvement of senior
schoolchildren's vocabulary, teaching them the ability to use their personal vocabulary.
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Partially controlled sources of replenishing students' vocabulary include reading,
listening to the radio, watching TV programs, movies, etc. in a foreign language, communicating
with adults and peers (the level of proficiency in a foreign language is much higher than theirs).
Guidance in enriching students' vocabulary based on these sources is indirect: a foreign
language teacher can influence primarily not the acquisition of words, but the acquisition of
content. The following tips from a teacher organizing students' activities contribute most to
enriching the vocabulary: 1) while reading books in a foreign language, listening to radio and
television programs, watching movies, plays, visiting museums, exhibitions, write down new
unfamiliar words in dictionaries; 2) later find out the meanings and usage of these words in
dictionaries and from the teacher; 3) use them in foreign language lessons in your speech. The
foreign language teacher periodically gets acquainted with the students' notes, compiling on
this basis thematic vocabularies for working on them both in class and in additional classes.
References:
Используемая литература:
Foydalanilgan adabiyotlar:
1.
Botirov N. M., Karimova M. T. Theoretical foundations and methods of philological
education of high school students in foreign language lessons: a tutorial. – T.: Bookmany print,
2023.
2.
Vorozhbitova A. A. Primary linguor-rhetorical education [Electronic resource]: Methods
of teaching English. Tables, diagrams, algorithms: a teaching aid for students of pedagogical
educational institutions. 5th ed., reprinted – M.: Flint, 2024.
3.
Trofimov I. O., & Kuryanovich A. V. (2022). Enrichment of Schoolchildren's Vocabulary as
A Linguomethodological Problem. Bulletin of Tomsk State Pedagogical University, (2 (220)),
58-68.
