Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The effectiveness of the use of professional terms (words) in the
process of teaching english. (on the example of students
studying in the field of natural sciences)
Komila ASKAROVA
1
Gulistan state university
ARTICLE INFO
ABSTRACT
Article history:
Received January 2021
Received in revised form
15 January 2021
Accepted 20 February 2021
Available online
7 March 2021
The article discusses the role of specialty terms, as well as
terms and phrases, in teaching a foreign language to students.
The types of methods of applying such terms and their degree of
effectiveness are considered.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
English vocabulary
Effective methods
Effective tips
Motivation
Ingliz tilini o'qitish jarayonida professional atamalardan
(so'zlardan) foydalanish samaradorligi. (tabiiy fanlar sohasida
tahsil olayotgan talabalar misolida)
АННОТАЦИЯ
Калит сўзлар:
Inglizchada so'z boyligi
Samarali usullar
Samarali maslahatlar
Motivatsiya
Maqolada talabalarga chet tilini o'rgatishda mutaxassislik
terminlari, shuningdek atama va iboralarning o'rni haqida so'z
boradi. Bunday atamalarni qo'llash usullarining turlari va
ularning samaradorlik darajasi ko'rib chiqilgan.
1
Senior Lecture of Gulistan State University, Gulistan, Uzbekistan
E-mail:
Жамият ва инновациялар – Общество и инновации – Society and innovations
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Эффективность
использования
профессиональных
терминов (слов) в процессе обучения английскому языку.
(на примере студентов, обучающихся по специальностям
естествознания)
АННОТАЦИЯ
Ключевые слова:
Английская лексика
Эффективные методы
Действенные советы
В статье рассматривается роль терминов специальности,
а также терминов и словосочетаний при обучении
студентов иностранному языку. Рассмотрены виды
способов применения таких терминов и степень их
эффективности.
Language is one of the most essential means of communication between communities
and individuals. Anyone who wants to convey messages or feelings whether orally or in a
written form should use language. It is known that English language is considered by many
people to be one of the important languages all over the world because it is an international one.
Thus, learning and teaching English as a second language (ESL) / as a foreign language (EFL)
has become necessary in all countries that don‘t use English as a first language. In order to
achieve the process of learning English, one must acquire its vocabulary, grammar,
pronunciation and the four skills: listening, reading, speaking, and writing [2]. Vocabulary
teaching and learning represents one of the major challenges that faces EFL / ESL teachers and
learners. Most ESL/EFL learners have difficulties in communicating with English language
because of their limited vocabulary. In order to overcome these challenges, they should use
effective strategies that enhance vocabulary achievement and retention, vocabulary can be
taught either directly through explicit instruction or indirectly through implicit instruction such
as reading and discussion.
Nevertheless, it appears that direct instruction is more effective and efficient than
indirect for the acquisition of a particular vocabulary (Marefat & Shirazi, 2003; D'Alesio, et al.
2007 and Min, 2008). This direct teaching requires giving attention to the information in order
not to be forgotten. Beside the attention, language learners need all information of language to
be learnt -including vocabulary - transferred into long-term memory (LTM). This process is
called encoding. There are many aspects to learning a foreign or secondary language, but
perhaps one of the most important is that of learning vocabulary – a language area which, in my
opinion, is not always given the attention it deserves.
For this blog piece, I will be introducing you to online resources and tools that are aimed
at English Language learners however most if not all of the tips and techniques discussed can
be used to learn any language be it Spanish, Mandarin, French or any other foreign language.
For more Language Methodology Tips join us on one of our teacher training courses [3].
By the time a English language native speaker is 5 years old, they have amassed a word
bank of about 5,000 words and they will be building that word bank daily. A non-English
speaker might be fluent in 5,000 words in their native language but they now have the challenge
of learning a new language, in this case English and they need to close that vocabulary gap.
Some might question why we would attempt to teach new English words when perhaps
our students aren’t always fluent and accurate with the vocabulary they already know. Well, the
answer is simple – Vocabulary is their Communication Tool Box.
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The word bank in our head is a tool we have instant access to. This word bank helps us
communicate better. If we wanted to fix something we would need the right tools for the task at
hand in order to get the job done properly and in an efficient manner[4].
Good Reasons for Teaching Vocabulary
The 3 top benefits of having a good vocabulary base are:
Learners can express themselves better.
Knowing more words allows a learner to choose their words more precisely and so
become more effective and accurate when communicating with others. It empowers learners
academically.
The more words a Language Learner has at their disposal, the more skilled they are at
reading. Improving their reading comprehension will increase their motivation to read in the
target language. The more they read, the more they will learn and the more they learn, the more
they achieve. Therefore, in the long run, improving their vocabulary will improve not only their
speaking skills but also their reading, listening and writing skills. Makes life in general, more
enjoyable.
Whether it’s browsing the net, reading for pleasure, listening to music, watching TV or
travelling they enjoy, nothing will ever seem daunting again.
So now that we have looked at the importance and the benefits of improving vocabulary,
here are a number of strategies for Teaching Vocabulary. All of these tips can be adapted to you
students’ age and learner style[5].
10 Effective Tips for Teaching English Vocabulary
This area of language learning is considered to be difficult and tedious by many EFL and
ESL teachers , but it doesn’t have to be. With a few simple techniques and strategies, our
students’ vocabulary range could increase tenfold. Here are my top ten tips for teaching English
vocabulary:
1.
Set realistic goals.
Learning vocabulary is a process and involves much more than simply memorising the
definition of a word, so don’t overload your learners. In other words, keep your vocabulary lists
to a minimum.
2.
Choose wisely.
Students will come across many new words. Some words are used more frequently than
others; some words are academic while others are technical. Focus on the words which are
most relevant to their needs.
3.
Encourage them to read.
Reading exposes students to new words and more importantly it exposes them to words
in context. Even ten minutes of reading a day can make a world of difference. Introduce your
language learners to sites such as www.englishpage.com , where they can find short 10 minute
authentic reading material ranging from newspapers, magazines and English books[6].
4.
Create autonomy.
Explain to your students that memorising long lists of words is not the most effective
method to learn new words. Encourage them to think the words through and to try to
understand them in context. Motivate them to take the time to look up any new words, in a
dictionary to ensure they have grasped the right meaning. There are plenty of useful resources
and online dictionaries; The free dictionary is one we would recommend.
5.
Do not teach words in isolation.
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A single word could have a number of meanings when used alone. Consider the word
give.
Its primary definition is to pass or hand something to someone. As in the example, I gave
the book to John but does it have the same meaning in the sentence, Her job gives her a lot of
satisfaction or in the sentence Don’t give in so easily?
6.
Teach in chunks.
When we communicate with others we use chunks of language not single words. It’s
important that learners notice the pattern that words are used in as well as any words that they
collocate with. Consider the phrases heavy rain and strong wind. In both phrases we mean that
there is a lot of rain and a lot of wind, but we can never say strong rain or heavy wind. The site
forbetterenglish.com or the ‘ Sentence Rephraser ’ available from Ginger are two great tools that
can help them expore language chunking and collocation. Ensure your students record, review
and use any phrases they generate.
7.
Take advantage of available free online tools.
Sites such as Pogo.com and Games.com offer a wide variety of engaging word games.
Encourage your students to take a few minutes out of their hectic schedule and to find time to
relax with a game of Just Words or Word Battle. Make sure they choose a resource which best
suits their learning style and English Language level[9].
8.
Use and reuse.
You will need to expose learners to the same word a few times before they can start using
it effectively. Try to use the new vocabulary in different situations. The more they use a word,
the longer they will retain it. Help them find ways of recording their newly acquired vocabulary
and encourage them to review often. Vocabulary.com is a brilliant tool that allows students to
both browse and create their own word list. Stress the importance of incorporating any new
language in their day to day lives as much as possible.
9.
Actively process words.
Create word charts and hang them around the classroom. Encourage your students to
record words that are ETI Malta_classroom_colourful_childrennew to them on these charts.
If they are hanging in your classroom, your students will automatically scan the charts
from time to time. This will subconsciously help them process the words.
Change the charts on a weekly basis and use games such as Call my Bluff to review words
at the end of the week. It will not only make learning vocabulary fun, but will also end the week
on a positive note.
10.
Make it memorable.
When we look back on our lives, it’s often the things we enjoyed doing most that come to
mind first. Motivate your students by making vocabulary learning and new word acquisition ,
fun and enjoyable. Try using sites such as Free Rice to give that extra bit of motivation.
References
1.
Wilkins DA. Linguistics in language teaching. London, UK: Edward Arnold; 1972.
2.
Harley B. Vocabulary learning and teaching in a second language. Canadian
Modern Language Review. 1996;53(1):3-12.
3.
Coady J, Huckin T. Second language vocabulary acquisition: A rationale for
pedagogy. Cambridge, UK: Cambridge University Press; 1997.
4.
Richards JC, Renandya W (Eds). Methodology in language teaching: An anthology
of current practice. Cambridge, UK: Cambridge University Press; 2002.
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5.
Neuman SB, Dwyer J. Missing in action: Vocabulary instruction in pre-K. The
Reading Teacher. 2009;62(5):384-392.
6.
Min Y-K. Vocabulary acquisition: Practical strategies for ESL Students. Journal
of International Students. 2013;3(1):64-69.
7.
Al-Darayseh A. The impact of using explicit/implicit vocabulary teaching
strategies on improving students' vocabulary and reading comprehension. Theory and
Practice in Language Studies. 2014;4(6):1109-1118.
8.
Hymes D. Two types of linguistic relativity. In Bright W (Ed), Sociolinguistics.
114-158. The Hague, The Netherlands: Mouton; 1966. Available:
9.
Canale M, Swain M. Theoretical basis of communicative approaches to second
language teaching and testing. Applied Linguisitcs. 1980;1(1):1-47.
10.
Bachman LF. Fundamental considerations in language testing. Oxford, UK: OUP;
1990.
