The way of teaching English vocabulary
The way of teaching vocabulary Student of bachelor:Z.I.Suvonova (TIRE) Scientific manager:I.I.Ismatullayeva, ass. (TIRE)
Vocabulary knowledge is significantly related to reading comprehension, decoding, spelling, and school achievement. Luckily for language teachers and language learners, not all English words need to be learned. We do not have time to teach all the words, nor do we have time to look at many more than a few words in each class. The ultimate aim, of course, is to develop the learners as independent word learners.The most fundamental idea that should underlie any method is that 'the most important vocabulary to work on, is that the learners learned yesterday'. The nature of human memory dictates that vocabulary (like all item and system learning) will probably be forgotten, especially if the word has just been met. Vocabulary loss happens because it is at the initial stage of word learning that word knowledge is so fragile. This means that words and phrases need to be recycled often to cement them in memory. Introducing a word and not recycling or revisiting it, means that it is highly likely that it will be forgotten. The first thing to do when a learner meets a new word is to ignore it. If it is important it will come again. If they meet the word a second time and communication breaks down, then they should try to guess its meaning. Initially, it is important to make them notice its part of speech. If the leaners have an idea, they should try to substitute their guess into the sentence to see if the meaning of the sentence is clear. Finally, they can use word affix knowledge to confirm the guess (they shouldn't start with affix knowledge as their guessing strategy otherwise they will make many mistakes e.g. 'antiwar' means 'against war', but 'anticipate' does not lead to 'against cipate'.) İn order to strengthen remembering new words teachers may held different activities for tudents in class such as “Guess the word” (The
Vocabulary knowledge is significantly related to reading comprehension, decoding, spelling, and school achievement. Luckily for language teachers and language learners, not all English words need to be learned. We do not have time to teach all the words, nor do we have time to look at many more than a few words in each class. The ultimate aim, of course, is to develop the learners as independent word learners.The most fundamental idea that should underlie any method is that 'the most important vocabulary to work on, is that the learners learned yesterday'. The nature of human memory dictates that vocabulary (like all item and system learning) will probably be forgotten, especially if the word has just been met. Vocabulary loss happens because it is at the initial stage of word learning that word knowledge is so fragile. This means that words and phrases need to be recycled often to cement them in memory. Introducing a word and not recycling or revisiting it, means that it is highly likely that it will be forgotten. The first thing to do when a learner meets a new word is to ignore it. If it is important it will come again. If they meet the word a second time and communication breaks down, then they should try to guess its meaning. Initially, it is important to make them notice its part of speech. If the leaners have an idea, they should try to substitute their guess into the sentence to see if the meaning of the sentence is clear. Finally, they can use word affix knowledge to confirm the guess (they shouldn't start with affix knowledge as their guessing strategy otherwise they will make many mistakes e.g. 'antiwar' means 'against war', but 'anticipate' does not lead to 'against cipate'.) İn order to strengthen remembering new words teachers may held different activities for tudents in class such as “Guess the word” (The