Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The importance of using picture dictionaries in the lessons of
mother tongue in primary schools
Mukhtaram KHUSENOVA
1
Manzura ERNAZAROVA
2
Siberian institute of management
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 following article gives the description of picture
dictionaries. And it also introduces picture dictionaries as a
useful material for children to immerse their mother tongue. The
vitality has been emphasized in the following article.
2181-
1415/© 202
1 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:
picture dictionary,
mother tongue,
lessons,
words,
teaching,
visual dictionary.
Бошланғич синфларда она тили дарсларида расмли
луғатлардан фойдаланишнинг аҳамияти
АННОТАЦИЯ
Калит сўзлар:
расмли луғат,
она тили,
дарслар,
сўзлар,
ўқитиш,
кўргазмали луғат
.
Қуйидаги
мақолада расм луғатлари тавсифи берилган.
Шунингдек, расм луғатларини болаларнинг тилини
сингдириш учун фойдали кўргазмали қуроллар сифатида
киритади. Мақолада амалиётда қўлланилиши ҳақида
батафсил маълумотлар келтирилган.
1
Dsc, docent, Navoi State Pedagogical Institute, Tashkent, Uzbekistan
2
Master's degree, Navoi State Pedagogical Institute, Tashkent, Uzbekistan
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
2 (2021) / ISSN 2181-1415
11
Важность использования графических словарей на уроках
родного языка в начальной школе
АННОТАЦИЯ
Ключевые слова:
картинный словарь,
родной язык,
уроки,
слова,
обучение,
визуальный словарь
.
В следующей статье дается описание графических
словарей. И это также вводит словари с картинками в
качестве
полезного
материала
для
детей,
чтобы
погрузиться в свой родной язык. Жизненность была
подчеркнута в следующей статье.
INTRODUCTION
A picture dictionary or pictorial dictionary is a dictionary where the definition of a
word is displayed in the form of a drawing or photograph. Picture dictionaries are useful
in a variety of teaching environments, such as teaching a young child about their native
language, or instructing older students in a foreign language, such as in the Culturally
Authentic Pictorial Lexicon. Picture dictionaries are often organized by topic instead of
being an alphabetic list of words, and almost always include only a small corpus of words.
A picture dictionary or a visual dictionary relies on pictures to show the meaning of
words. Obviously, these words often teach nouns, although there are visuals to
demonstrate abstract ideas like emotions as well. Unlike regular dictionaries, visual
dictionaries are not arranged alphabetically but are instead organized thematically, with
an image linked to each theme. There are usually a number of themes on which these
dictionaries are based, but the dictionary usually has thousands of images to help you
understand words. Children can look for the themes to find the words easily. Some of these
dictionaries are multi-lingual, but others are monolingual. These dictionaries also have an
index of all the words defined. It should help you find the words you need by finding the
right illustration.
Visual dictionaries can be used by all kinds of people, including teachers, students,
translators, and even parents. Skill level is not a factor with these dictionaries either, as
anyone can benefit from using these dictionaries.
MATERIALS AND METHODS
The following article uses different kind of dictionaries as a resource for research
work. Also, the examples have been taken from real picture dictionaries that can be used
in mother tongue lessons.
RESEARCHES
✓
Learning mother tongue vocabulary through a visual dictionary is important if
you are trying to learn about a certain profession. The dictionary helps you study a certain
theme faster than a normal dictionary would. For instance, if you are in
the medical profession, you can learn a lot about the div with images that illustrate many
such parts in a single labeled graphic.
✓
A picture dictionary is also great if you want to have a better idea of how certain
things work, for instance, you can learn how an engine works based on how various parts
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
2 (2021) / ISSN 2181-1415
12
are connected to each other. A visual dictionary is also good at helping create a context for
words that would be otherwise confusing to you.
✓
Another benefit to learning mother tongue through pictures is that it makes
mastering vocabulary more interesting. Naturally, we respond better to images than to
texts and words. For this reason, you can learn faster if you use a visual dictionary.
Therefore, if learning new words through a regular dictionary is not exciting enough for
you, you can always start using a picture dictionary to make the process of mastering new
vocabulary more interesting for you.
In many developing countries, a significant proportion of children enter school not
speaking the language of the classroom. Many education systems favour using national or
‘global’ languages instead of
mother-tongue teaching
. Education is often carried out in the
old colonial language, or an international language, such as English. This is based on the
belief that certain internationally ‘important’ languages give children a competitive
advantage in later life. In other countries, education is taught in the dominant language of
a main linguistic group, sometimes at the expense of more marginalized ethnic or linguistic
groups. In far too many countries, the educational basics
–
textbooks, learning materials
and the teacher’s language of instruction
- are primarily or entirely available only in non-
mother-tongue languages. Sometimes, in multilingual countries with many local
languages, teachers themselves do not speak the local language which children learn at
home, and speak the dominant language. In other cases, the teachers themselves may not
be fully proficient in the language of instruction. Children in remote rural areas, who speak
one language at home and have no contact with the school language outside of the
classroom, often have the biggest problems in gaining any understanding of the language
taught at school. Children need to be engaged in and excited about reading and learning
and this can only be done if the materials are ones which they will understand and enjoy.
In most developing countries, the only reading material children see are school textbooks,
which are often in very short supply. Other materials to support learning are hardly ever
available. Without access to good materials, children struggle to become literate and learn.
Best picture dictionaries would here help easily. In most low- and middle-income
countries, the majority of primary schools have no library, and books are luxuries which
families cannot afford. Learning to read requires a range of complex skills, all of which need
the right use of suitable materials. These skills include recognising sounds, connecting
sounds to symbols, developing vocabulary, understanding the content and developing
fluency. As children’s language capacity develops, materials with increasing dif
ficulty are
required. Materials need to contain cognitively challenging content so that as children
acquire knowledge, skills and concepts through their mother tongue, achievement in all
subject areas will improve. The availability of good learning materials, written in a
language and with a context that is relevant to children is vitally important; a lack of such
materials has a profoundly negative effect on children’s learning and on literacy
achievement levels. Sadly, even where mother-tongue materials are used, often not enough
resources are channelled towards it for programmes to fully succeed. Such programmes
will inevitability break down if there are insufficient materials in local languages. Without
adequate materials the teaching of early literacy skills is extremely challenging and
developing fluency is all but an impossible task. The inclusion of local and indigenous
knowledge in texts and reading materials requires research with community participation
and the only way to produce good material resources in the mother-tongue is by members
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
2 (2021) / ISSN 2181-1415
13
of the language community themselves. There may be a lack of skilled authors and editors
for the local languages, but capacity could be strengthened through training and
experience. In many places the development of mother tongue literature has been
promoted through writing contests, festivals, book signings, writing and illustration
workshops, debates and radio and television programs.
Local artists can produce illustrations related to the text which are also appropriate
to the local context.
RESULTS
Although there is very little research evidence of how dictionaries are used by
learners during the acquisition process, there is a large div of practical experience
available of using dictionaries under test conditions from which we can draw more general
conclusions about the potential for the learning process.
Just at the moment when schools and colleges have received a blow to their
motivation to continue to develop the teaching of dictionary skills during the learning
process, interest in this skill in Higher Education has grown.
The information that occur in dictionaries
1. Meaning
3. Gender
4. To cross check meaning
5. Use in context or specialised use (eg medical)
6. Spelling forms of nouns/adjectives
7. Synonyms/alternatives
8. Appropriate use with other words
9. Verb forms [endings, tenses]
10. Register
11. Pronunciation (phonetics)
The low rate of usage of the dictionary for productive skills or for introducing greater
variety of or appropriateness of language into written work stands out in this rank order.
Dictionaries tend to be used mostly for checking and for looking up meaning. Such
findings are largely in accord with what most experienced teachers and tutors would
predict and have observed in their classes.
If we wish to extend the use that students make of their dictionaries from the largely
passive one of verification to the more productive one of a resource for learning and for
increasing vocabulary acquisition, then it is clear that there is a need both for raising
awareness of the potential and for more specific training.
Ensure that whichever picture dictionary you buy, you should familiarize yourself
with what it has to offer. The Introduction or Preface to a dictionary contains useful advice
on how to find your way around the entries.
Each dictionary uses similar, but not identical symbols and conventions to give you
information about the words you are looking up. Make sure you know what they are by
reading the user guide in the front of your dictionary. A large amount of information is
given about the words you look up; make sure you know what the potential is.
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
2 (2021) / ISSN 2181-1415
14
If we are to take advantage of the huge resource as a study aid which the picture
dictionary represents in primary schools in mother tongue classes, then it is important that
research be done into creating effective training programmes.
Publishers of dictionaries have a part to play in this development. The style of the
introductions and the design of entries are important elements in making the use of
dictionaries more accessible to all learners.
Discussion of Tips for Using Picture Dictionaries
Identify a page in the picture dictionary that seems relevant to your student's life.
Identify 5 words you think your student would like to learn (see if s/he can point to the
page/pictures that she is interested in learning about).
✓
Point to each picture and say the word associated with the picture. Repeat this
several times with approximately 5 words (per lesson).
✓
Speaking: Have the student point to the picture when you say the word. Repeat
this several times.
✓
Reading: Point to the word associated with the picture and then point to the
picture. Point to the first letter of each word and say the letter. Repeat this several times
for each of the 5 words.
✓
Ask your student to say the first letter as you point to each word/picture. Write
the words on a piece of paper & see if your student can read the words and/or point to the
picture associated with the words.
✓
Writing: Write the words on lined paper. Have your student copy the words, then
write them a few times. Use these words for the activities to follow.
Learning activities in picture dictionaries in mother tongue classes for all students:
1.
Matching:
Draw the pictures on left side of a piece of paper (have your student
help with this) Write the words on the ride side of a piece of paper (in different order)
Have your student draw a line to match the picture and drawing.
2.
Create flashcards
. Use index cards or cut up pieces of blank white paper. Write a
vocabulary word on one side of each card. On the other side, draw a picture of the person,
place or thing. Have your student help with this. Use these to help your student practice
saying the word when seeing the picture and also when seeing the word.
3.
Create a concentration/memory game.
Make 5 pairs of one-sided flash cards: one
card should have a word with no picture, and the other card should have a picture with no
words. Make a pair for each vocabulary word (using five words). Turn all the cards face
down on a table and then choose two cards. The goal of the game is to try to find two that
match: a word with a picture. If they do not match, say th
e word, (e.g., “bread –
bread”). If
they do not match, say the word for each card anyway for practice, (e.g., “bread –
milk”).
4.
Create a listening game.
Put the cards all down on the table picture side up. Say a
word and have your student choose and pick up the card that you have named. Try this
again with the written word side showing (no pictures this time).
5.
Create a letter scramble.
Choose one of the five words (choose a word with five or
less letters). Write each of the letters on a separate index card or piece of blank paper.
Show the student how the letters are arranged in order. Say the word and reinforce the
meaning by pointing to the picture. Scramble the letter cards and model how to put them
Жамият
ва
инновациялар
–
Общество
и
инновации
–
Society and innovations
Special Issue
–
2 (2021) / ISSN 2181-1415
15
back in order. Scramble them again and see if your student can arrange the letters, with or
without looking at a model of how the word is spelled.
A little more: Have your student do this with several words, one at a time, and glue
the letters down onto a sheet of colored paper when they are finished to make a review
sheet.
For more advanced students: Spread out the letters for 3-5 words at once. Have your
student spell the words using the letter cards.
6.
Work on writing the first letter
. Write the first letter of the word large on large
lined paper.
Model how to write the letter several times. Have your student practice writing the
letter many times on the page. Circle the best one.
7.
Same or different? Working with letters.
Write a row of copies of the first letter.
Make the first one correct but include several errors in the next ones. Sometimes write the
letter upside down, backwards, or with missing pieces. See if your student can circle the
letter only when it appears correctly, matching with the first.
List of used literature
1.
https://7esl.com/picture-dictionary/
2.
Effects of Picture Dictionaries on Children’s Early Language and Literacy
Development (page 10) Shahidullah Sharif
3.
http://users.sch.gr/evpapalex/wordpress/category/learn-while-
4.
Tips for Using Picture Dictionaries,
Refugee Transitions and Dion Zizak
