Cutting- edge science

CUTTING- EDGE SCIENCE
August | 2020
STRATEGIES FOR TEACHING VOCABULARY
Salamova Nilufar Fayosovna-English teacher,
SCHOOL ¹ 9, SAMARKAND REGION, SAMARKAND CITY;
Mansurova Nazira Pulatovna- English teacher,
SCHOOL ¹ 9, SAMARKAND REGION, SAMARKAND CITY;
Shaxmardanova Umeda Xalimovna-English teacher,
SCHOOL ¹ 9, SAMARKAND REGION, SAMARKAND CITY;
REPUBLIC OF UZBEKISTAN
Email : [e-mail]
Abstract: This article dresses the following question: How can vocabulary be taught
efficiently in a way that engages the learner and promotes long-term retention for easy
retrieval for future communication? How is vocabulary best introduced and practiced to
ensure optimal retention?
Ushbu maqolada til o`rgatishda-lug`at o`rgatishning eng yaxshi, samarali yo`llari haqida
to`xtalib o`tilgan.
Keywords: Teaching, Effective, Techniques, Vocabulary, Ñhallenges
Vocabulary is a necessary ingredient for all communication. Language learners encounter
vocabulary on a daily basis, and must be able to acquire and retain it. As a language
teacher, one of your main tasks is to help students develop a rich and useful vocabulary
inventory.
It is emphasized that learning vocabulary is a cumulative process and that it must be
deliberately taught, learned, and recycled. This is critical for several reasons:
1.Learners need to encounter the words in a variety of rich contexts, often requiring
up to sixteen encounters.
2.Learners remember words when they have mani pulated them in different ways, so
variety is essential for vocabulary teaching.
3.Learners forget words within the first twenty-four hours after class, so it is important
to follow up a vocabulary lesson with homework that recycles the words.
Repeated Encounters with the Same Word
Students need to encounter vocabulary in various contexts in order to remember it
and to develop an understanding of the range of usage of a given word. vocabulary words
must be repeated in different contexts because contexts-of-use are associated with
different cognitive processes during language learning.
Receptive and Productive Vocabulary Knowledge
It distinguishes between receptive and productive language knowledge, and applies
this specifically to vocabulary. It is important for an instructor to understand what is
involved in knowing a word at both of these levels. In order to know a word receptively,
it claims that the learner must:
be able to recognize the word when it is heard;
realize that the word is made up of different morphological parts and be able to
relate these parts to its meaning, e.g., "underdeveloped" = [under] + [develop] + [ed];
know the meaning of the word, and also know what the word means in the particular
context in which it has occurred; and
understand the concept behind the word in order to be able to understand it in a
variety of contexts.
Similarly, productive knowledge implies that the learner must be able to
properly pronounce the word;

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