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УДК 37
Ishankuliyeva O.M.,
Associate professor. Candidate of Philological Sciences
Atayeva Sh.Sh., student
Magtymguly Turkmen State University METHODS OF TEACHING VOCABULARY FOR ACTIVE USE Abstract
Vocabulary acquisition is a fundamental component of language learning, directly impacting learners' ability to communicate effectively. This article explores various methods for teaching vocabulary to ensure active use by learners. The focus is on techniques that promote retention, contextual application, and integration of new words into active vocabulary. These methods include direct instruction, contextual learning, communicative activities, and the use of digital tools. The study highlights the importance of active engagement, repetition, and meaningful interaction in vocabulary acquisition.
Introduction. Vocabulary serves as the building blocks of language proficiency, playing a crucial role in both comprehension and production. Teaching vocabulary effectively requires strategies that not only help learners understand word meanings but also enable them to use these words actively in speech and writing. The challenge lies in transitioning vocabulary from passive recognition to active usage. This article examines effective methodologies for achieving this goal.
Direct Instruction
Direct instruction remains a foundational approach in teaching vocabulary. It involves explicitly teaching the meaning, pronunciation, and usage of new words. Techniques under direct instruction include:
Word Lists and Definitions: Providing learners with a curated list of words accompanied by definitions and example sentences.
Morphological Analysis: Teaching root words, prefixes, and suffixes to help learners deduce meanings of unfamiliar words.
Translation: Offering equivalents in learners' native language to build an initial understanding.
While direct instruction is effective for introducing vocabulary, it must be complemented by other methods to ensure active use.
Contextual Learning. Learning vocabulary in context enhances retention and usage. Contextual learning methods include:
Reading and Listening Activities: Exposure to new vocabulary within authentic texts, such as articles, stories, or audio recordings, helps learners infer meanings and understand usage.
Situational Role Plays: Embedding vocabulary into real-life scenarios, such as ordering food or giving directions, allows learners to practice words in practical contexts.
Theme-Based Lessons: Organizing lessons around topics (e.g., travel, health) ensures repeated exposure to related vocabulary.
Communicative Activities
Encouraging interaction among learners fosters active vocabulary use. Communicative activities involve:
Discussion and Debates: Learners engage in structured discussions where they must use specific vocabulary to express opinions.
Games and Simulations: Activities like word association, charades, and storytelling encourage learners to use new vocabulary creatively.
Group Projects: Collaborative tasks requiring negotiation and communication naturally incorporate target vocabulary.
Use of Digital Tools
Technological advancements have introduced innovative ways to teach vocabulary. Popular digital tools and techniques include:
Vocabulary Apps: Platforms like Quizlet or Anki use spaced repetition to reinforce word retention. Online Games: Interactive games and quizzes make learning engaging and fun.
Multimedia Resources: Videos, podcasts, and interactive exercises provide diverse contexts for vocabulary
use.
The Role of Repetition and Spaced Practice. Repetition is critical in moving vocabulary from short-term to long-term memory. Spaced practice, which involves revisiting vocabulary at increasing intervals, enhances retention. Combining repetition with varied contexts and activities ensures that learners internalize and actively use new words.
Conclusion. Teaching vocabulary for active use requires a multifaceted approach that combines direct instruction, contextual learning, communicative activities, and digital tools. Effective vocabulary teaching hinges on active engagement, repeated exposure, and meaningful application. By employing these methods, educators can help learners transition from recognizing new words to confidently using them in everyday communication.
References:
1. Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
2. Schmitt, N. (2008). Review Article: Instructed Second Language Vocabulary Learning. Language Teaching Research, 12(3), 329-363.
3. Thornbury, S. (2002). How to Teach Vocabulary. Pearson Education Limited.
© Ishankuliyeva O.M., Atayeva Sh.Sh., 2025
УДК 37
Meretjayev G.,
lecturer of Dovletmammet Azadi Turkmen National Institute of World Languages
Soltanova O.O., lecturer of Institute of Engineering, Technical and Transport Communications of Turkmenistan
Gafurova M.A., senior lecturer of Institute of Engineering, Technical and Transport Communications of Turkmenistan
Mudarova D.M., lecturer of Turkmen State Institute of Finance
METHODS OF TEACHING LANGUAGE IN SPEAKING, WRITING, AND READING SKILLS
Abstract
This article explores various methods of teaching language skills with a focus on speaking, writing, and reading. It examines the pedagogical principles, strategies, and tools used to develop these competencies in learners. Emphasis is placed on the integration of communication-focused, collaborative, and technology-
