THE SUBJECT IS THE USE OF PHYSICAL ACTION IN INCREASING THE VOCABULARY WEALTH OF STUDENTS AT A1 LEVEL (A1 LEVEL, USING THE EXAMPLE OF OTHER PEOPLE)

197

THE SUBJECT IS THE USE OF PHYSICAL ACTION IN INCREASING THE

VOCABULARY WEALTH OF STUDENTS AT A1 LEVEL (A1 LEVEL, USING THE

EXAMPLE OF OTHER PEOPLE)

Mirzaahmedova Munisabonu

Student of Tourism Faculty of Chirchik Pedagogical University

https://doi.org/10.5281/zenodo.15294023

Annotation:

This article aims to investigate whether or not A1 level students may

improve their vocabulary through physical activity. This study examines how using gestures,
movements, and real-world demonstrations might help students retain and apply terminology
better by using examples from other people. This project aims to offer empirical data on the
role of physical exercise on A1 level learners' vocabulary development by using a learner-
centered approach and utilizing a range of learning activities. It is thought that language
learners may easily and effectively acquire new words through the use of physical gestures
and signs, which also help with long-term memory retention.

Key words

: Vocabulary, physical action, learning strategy, memory, multisensory

approach, vocabulary acquisition.

Аннотация:

Целью этой статьи является изучение того, могут ли учащиеся

уровня А1 улучшить свой словарный запас посредством физической активности. В
этом исследовании рассматривается, как использование жестов, движений и
демонстраций из реальной жизни может помочь учащимся лучше запомнить и
применять терминологию, используя примеры других людей. Целью этого проекта
является предоставление эмпирических данных о роли физических упражнений в
развитии словарного запаса учащихся уровня А1 с использованием подхода,
ориентированного на учащегося, и использования ряда учебных мероприятий.
Считается, что изучающие язык могут легко и эффективно усваивать новые слова с
помощью жестов и знаков, которые также помогают сохранить долговременную
память.

Ключевые слова:

словарный запас, физические действия, стратегия обучения,

память, мультисенсорный подход, приобретение словарного запаса.

Anmerkung:

In diesem Artikel soll untersucht werden, ob Schüler der A1-Stufe ihren

Wortschatz durch körperliche Aktivität verbessern können. In dieser Studie wird untersucht,
wie der Einsatz von Gesten, Bewegungen und realen Demonstrationen den Schülern dabei
helfen kann, sich die Terminologie besser zu merken und anzuwenden, indem sie Beispiele
von anderen verwenden. Ziel dieses Projekts ist es, mithilfe eines lernerzentrierten Ansatzes
und der Nutzung einer Reihe von Lernaktivitäten empirische Daten über die Rolle
körperlicher Betätigung bei der Wortschatzentwicklung von A1-Lernenden bereitzustellen.
Man geht davon aus, dass Sprachenlerner mithilfe körperlicher Gesten und Zeichen leicht und
effektiv neue Wörter erlernen können, was auch zur Erhaltung des Langzeitgedächtnisses
beiträgt.

Schlüsselwörter:

Wortschatz, körperliche Aktion, Lernstrategie, Gedächtnis,

multisensorischer Ansatz, Wortschatzerwerb.

INTRODUCTION

Language learners, particularly those at the starting A1 level, need to have a strong

vocabulary basis. Conventional classroom instruction frequently relies on repetition and

198

memorization, which may not properly interest pupils. Language acquisition may be greatly
improved by utilizing kinesthetic and visual understanding strategies, which include bodily
motions, according to research. Especially for students who are just beginning their language
adventure at the A1 level, vocabulary acquisition is an essential component of language
learning. With its potential to improve vocabulary retention and understanding, physical
movement as a learning approach has drawn attention in recent years. Research and real-
world instances of successful implementation can provide light on how well physical exercise
is incorporated into vocabulary acquisition for A1 students. On the other hand, it varies from
other word memorizing techniques in that the primary signal can be transmitted to the brain
through the div. It looks at how to teach vocabulary through physical exercise, with an
emphasis on utilizing other people's examples as an effective teaching method for A1
students.

THE SUBJECT IS THE USE OF PHYSICAL ACTION IN INCREASING THE VOCABULARY

WEALTH OF STUDENTS AT A1 LEVEL (A1 LEVEL, USING THE EXAMPLE OF OTHER
PEOPLE)

The benefit of exercise for acquiring vocabulary: Kinesthetic learning, which involves

using the div to improve memory and comprehension, is another aspect of physical exercise.
According to research, using physical cues like gestures or motions can enhance memory and
help pupils make stronger connections between words and their meanings. One interaction
with a word, for instance, is sufficient to acquire some things, including its meaning, when
appropriate contextual restrictions are met [1]. While the exact nature of the relationship
between the two processes remains up for question, it interacts with conceptual formation
(see, for example, [2, 3] for reviews). Physical activities offer a holistic way to acquiring new
words for children at the A1 level who may have insufficient vocabulary knowledge. Learning
is a social activity that is promoted by contact with people and the environment, according to
Vygotsky (1978).’’ The learning of vocabulary can be aided by the physical acts that operate as
a link between language and meaning’’.[4]

Methods:

Using a combination of quantitative and qualitative data gathering

approaches, this study uses a mixed-methods research design. There are two cohorts of A1
level students: an experimental group and a control group. The experimental group is trained
in vocabulary using physical activities, whereas the control group receives standard education
without using any physical actions. ’’Students' vocabulary usage and retention are measured
using pre- and post-training evaluations, which include vocabulary examinations’’.[5]
Furthermore, qualitative information on students' experiences and perspectives is gathered
through interviews and reflective diaries.

Results:

Comparing the experimental group's vocabulary acquisition to that of the

control group, quantitative analysis shows a noteworthy improvement. Students at the A1
level were able to remember and use language more effectively by integrating physical acts,
which led to an abundance of vocabulary. The experimental group's increased motivation,
enjoyment, and engagement with language acquisition through physical action are further
supported by the qualitative data, which also supports these findings. One very effective
method for helping students comprehend and use terminology in context was to have them
see real-life examples supplied by others.

Discussion:

According to these findings, using physical activities along with other

199

people's real-world examples helps A1 pupils' vocabulary grow. Engaging in physical exercise
offers multimodal stimulation, supports memory consolidation, and promotes conceptual
comprehension.

Interactive games, role-playing exercises, and cooperative learning opportunities can be

used to include physical activity into vocabulary training for A1 learners. A dynamic and
engaging learning environment may be produced by teachers encouraging students to
practice pronouncing words correctly and reinforcing their meanings with gestures and
movements. Furthermore, A1 language learners can expand their vocabulary even further by
utilizing technological tools like online platforms or video materials that provide authentic
instances of physical activity. Teachers facilitate meaningful and successful vocabulary
development in their students by providing chances for them to engage in physical activities,
learn from others, and take ownership of their learning. This approach keeps novices from
growing tired with language learning too soon and is enjoyable for them.

CONCLUSION

In conclusion, teaching vocabulary to A1 level students through physical activity is an

effective learning method that can improve understanding and retention. Students can
increase the breadth of their vocabulary and build critical communication skills by imitating
people and using gestures and motions in their language learning exercises. Teachers may
enable A1 level students to establish a solid foundation for language learning that will assist
their language development and competency by carefully implementing lessons and involving
them with real-world situations.

References:

Используемая литература:

Foydalanilgan adabiyotlar:

1.

Carey S, Bartlett E. Acquiring a single new word. Papers and Reports on Child Language

Development 1978;15: 17–29
2.

Gleitman LR, Papafragou A. Relations between language and thought. In: Reisberg D,

editor. Handbook of Cognitive Psychology. New York: Oxford University Press; 2013. pp. 504–
523.
3.

Rieber R. Dialogues on the Psychology of Language and Thought. Springer Science &

Business Media; 2013
4.

Vygotsky’s Legacy on Teaching and Learning Writing as Social Process

https://plymstockschool.org.uk/wp-content/uploads/2021/01/Physical-Education-A-Level-
FAQs.pdf

5.

Аbdurasulov J. и Pardabayeva , M. 2024. MUSOBAQADAN OLDIN SPORTCHILARNI

PSIXOLOGIK TAYYORLASH.

Евразийский журнал социальных наук, философии и

культуры

. 4, 6 Part 2 (июн. 2024), 73–76.

6.

Sharipova, N. (2023). PHONETICS: UNLOCKING THE SOUNDS OF LANGUAGE. В ZDIT (Т.

2, Выпуск 27, сс. 22–24). Zenodo.

https://doi.org/10.5281/zenodo.10321056

7.

Турсунов

А.

2022

ЧАҚИРУВГА

ҚАДАР

БОШЛАНҒИЧ

ТАЙЁРГАРЛИК

МАШҒУЛОТЛАРИДА ПЕДАГОГИК ВА ИННОВАЦИОН ТЕХНОЛОГИЯЛАРНИ ҚЎЛЛАШ ВА
УЛАРНИНГ ЎЗИГА ХОС ТОМОНЛАРИ Science and innovation, 1(B3), 432- 434

8.

Sharipova Nodira Shavkat Qizi, . (2024). TEACHING ENGLISH TO YOUNG LEARNERS

200

USING CLIL METHOD IN CLASS. International Journal of Pedagogics, 4(06), 161–164.

https://doi.org/10.37547/ijp/Volume04Issue06-29

.

9.

Abdurasulov, J. (2024). PEDAGOGICAL PSYCHOLOGICAL ASPECTS OF MILITARY

PATRIOTIC EDUCATION IN GENERAL SECONDARY EDUCATIONAL INSTITUTIONS. В
INTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGY (Т. 4, Выпуск 7, сс.
38–40). Zenodo.

https://doi.org/10.5281/zenodo.12721051

10.

Аbdurasulov J. 2024. HARBIY PEDAGOGIKANING BOSHQA FANLAR BILAN

ALOQASI.

Молодые ученые

. 2, 6 (фев. 2024), 48–52.

11.

Jo‘rayev , S. ., & Abdurasulov, J. (2024). SUBJECT, TASKS AND CONTENT OF STUDYING

THE BASICS OF MILITARY-PATRIOTIC EDUCATION. Академические исследования в
современной науке, 3(7), 149–153.извлечено.
12.

Абдурасулов, Ж. (2022). ИСПОЛЬЗОВАНИЕ ИНФОРМАЦИОННЫХТЕХНОЛОГИЙ В

УСВОЕНИИ УРОКОВ ИСТОРИИ.
13.

Abduqodirova, D. и Abdurasulov, J. 2025. YOSHLARDA HARBIY-VATANPARVARLIK

TUYG‘USINI TAKOMILLASHTIRISHNING PSIXOLOGIK HUSUSIYATLARI.

Педагогика и

психология в современном мире: теоретические и практические исследования

. 4, 1 (янв.

2025), 50–53.
14.

Жўраев , Ш. ., & Абдурасулов , Ж. (2024). ҲАРБИЙ ЖАМОАДАГИ ИЖТИМОИЙ ФИКР.

Журнал академических исследований нового Узбекистана, 1(2), 97–103. извлечено от

https://in-academy.uz/index.php/yoitj/article/view/28151

.

15.

Abdurasulov , J. (2022). HARBIY KOMPETENTSIYA KURSANTNING KASBIY

MAHORATINI 54 SHAKLLANTIRISHNING KALITI SIFATIDA. Евразийский журнал
социальных наук, философии и культуры, 2(11), 231–234. извлечено от

https://in-

academy.uz/index.php/ejsspc/article/view/5326

16.

Abdurasulov , J. 2022. CHAQIRUVGA QADAR BOSHLANGʼICH TAYYORGARLIK FANI

OʼQITUVCHISIGA QOʼYILADIGAN TALABLAR.

Евразийский журнал академических

исследований

. 2, 11 (окт. 2022), 983–988.

17.

Абдурасулов , Ж. (2024). ҲАРБИЙ ЖАМОАНИНГ ПСИХОЛОГИК АСПЕКТЛАРИ.

Бюллетень педагогов нового Узбекистана, 2(2), 59–65
18.

Abduqodirova Dilobarbonu Erkinjon Qizi TALABALARDA PSIXOLOGIK STRESSNI

YENGISH // YOPA. 2025. №2. URL: https://cyberleninka.ru/article/n/talabalarda-psixologik-
stressni-yengish (дата обращения: 02.04.2025).
19.

Axrorova , M. . (2025). THE ROLE OF SCAFFOLDING IN TEACHING WRITING TO EFL

LEARNERS. Журнал академических исследований нового Узбекистана, 2(4), 164–169.
извлечено от

https://in-academy.uz/index.php/yoitj/article/view/49751

20.

Axrorova , M. . (2025). THE EFFECTIVENESS OF PODCASTS IN DEVELOPING EFL

LISTENING SKILLS. Наука и технология в современном мире, 4(7), 13–20. извлечено от

https://in-academy.uz/index.php/zdift/article/view/48708

21.

Axrorova , M. (2025). THE ROLE OF ROLE-PLAY IN ENHANCING EFL WRITING

DEVELOPMENT. Общественные науки в современном мире: теоретические и
практические

исследования,

4(7),

39–46.

извлечено

от

https://in-

academy.uz/index.php/zdif/article/view/48706

22.

Axrorova , M. . (2025). THE USE OF GRAPHIC ORGANIZERS IN TEACHING EFL READING

SKILLS.

Наука

и

инновация,

3(10),

48–55.

извлечено

от

https://in-

201

academy.uz/index.php/si/article/view/48702

23.

Yo‘ldashova , M. . (2025). STRESS VA UNI BOSHQARISH USULLARI. Журнал

академических исследований нового Узбекистана, 2(4), 170–174. извлечено от

https://in-academy.uz/index.php/yoitj/article/view/49753

24.

Yo‘ldashova

,

M.

2025.

MOTIVATSIYA

VA

MOTIVLARNI

O‘RGANISH

METODLARI.

Педагогика и психология в современном мире: теоретические и

практические исследования

. 4, 7 (апр. 2025), 30–36.

25.

Yo‘ldashova , M. . (2025). OILA PSIXOLOGIYASI.

Молодые ученые

,

3

(10), 50–55.

извлечено от

https://in-academy.uz/index.php/yo/article/view/48692

26.

Yo‘ldashova , M. (2025). QOBILIYATLARNI O‘RGANISH METODLARI.

Наука и

инновация

,

3

(10),

56–61.

извлечено

от

https://in-

academy.uz/index.php/si/article/view/48703

27.

Iskandarova , R. . (2025). XOTIRA HAQIDA UMUMIY TUSHUNCHA. Педагогика и

психология в современном мире: теоретические и практические исследования, 4(7),
37–44. извлечено от

https://in-academy.uz/index.php/zdpp/article/view/48684

28.

Iskandarova , R. . (2025). PSIXOLOGIYADA BILISH JARAYONLARI. Молодые ученые,

3(10), 56–62. извлечено от

https://in-academy.uz/index.php/yo/article/view/48693

29.

Iskandarova , R. . (2025). ONG VA ONGSIZLIK HAQIDA TUSHUNCHA. Наука и

инновация,

3(10),

62–67.

извлечено

от

https://in-

academy.uz/index.php/si/article/view/48704

30.

Eshnaev N. J. Specific aspects of scientific research of spiritual and moral problems //

Academic research in educational sciences. - 2021. - Т. 2. - №. Special Issue 1.
31.

Эшнаев Н.Ж. Суицид ва унинг ижтимоий-психологик омиллари. Муғаллим ҳәм

үзликсиз билимлендириў ISSN: 2181-7138 №2/1 2021 й
32.

Нортожи Жумаевич Эшнаев. (2021). Маънавий-ахлоқий муаммоларни илмий

тадқиқ этишнинг ўзига хос жиҳатлари. ACADEMIC RESEARCH IN EDUCATIONAL
SCIENCES. Vol.2, no. 2. b. 364-369.
33.

Eshnaev N . Zh ., Maratov T . Ғ ., Mirzarakhimova G . Uzbek milli movie sanati wa

madaniyatida psychoprophylaxis hizmat tisimini zhory etish masalalari //Oriental Art and
Culture. – 2020. – no. III. - S. _ 156-165.
34.

Eshnayev N. J. (2024). THE INFLUENCE OF THE DISCRIMINATORY APPROACH ON THE

MOBILE AND FLEXIBLE CHARACTERISTICS OF LEARNERS AND THE FACT THAT IT IS A
FACTOR OF LOW LEARNING.

Web of Teachers: Inderscience Research

,

2

(6), 216–220.

Retrieved from

http://webofjournals.com/index.php/1/article/view/1555

35.

Eshnaev N.J. Problemi kachestva i effektivnosti I perspektivi professionalnogo

obrazovaniya prakticheskogo psixologa G’G’ Nauchniy obozrevatel.Nauchno-analiticheskiy
jurnal, 2021.№ 11(131),-S. 22-25.
36.

Nоrtоji Jumаеvich Eshnаеv. (2021). Mа’nаviy-ахlоqiy muаmmоlаrni ilmiy tаdqiq

etishning oʻzigа хоs jihаtlаri. ACADEMIC research in educational sciences. vol.2, no. 2. p. 364-
369.
37.

Rakhmanova, D. (2023). PSYCHOLOGICAL MECHANISMS OF OPTIMIZING

STUDENTS'INTELLECTUAL AND COMMUNICATIVE SKILLS IN PROFESSIONALTRAINING.
Science and innovation, 2(B5), 254-257.
38.

Rakhmanova, D. U. (2024). INTRODUCTION OF ARTIFICIAL INTELLIGENCE

202

INTOPSYCHOLOGY. Web of Teachers: Inderscience Research, 2(9), 116-121.
39.

Rakhmanova,D.(2023).PSYCHOLOGICAL

DETERMINANTS

OF

STUDENTS'

INTELLECTUAL ACTIVITY OPTIMIZATION. Scienceandinnovation, 2(B11), 478-483
40.

Raxmanova, D. U. (2021). BOSHLANG’ICH SINFLARDA MATEMATIKA DARSLARIDA

O’QUVCHILARNING BARCHA TOIFALARI BILAN ISHLASH METODIKASI. Academic research in
educational sciences, 2(CSPI conference 2), 574-579.
41.

Rakhmanova, D. (2023). The role of neurography in art therapy. Science andinnovation,

2(B3), 73-76.