Glossary audiolingual teaching

Questions:
1. What is the essence of teaching vocabulary?
2. What is the role of vocabulary teaching?
3.What is vocabulary and what should be taught??
4. What vocabularyteaching strategies do you know?


Asosiy adabiyotlar
1.Jalolov J.J. and others. English Language Teaching methodology - T. : 2015.
2.Jalolov J.J. Четтилўқитиш методикаси.-T.:2012.
3.Ахмедова Л.Т., Нормуратова В.И. TeachingEnglishPracticum / Практикум по методике преподавания английского языка - Т.: 2011.


Qo’shimcha adabiyotlar
4.Ахмедова Л.Т. Роль и место педагогических технологий в профессиональной подготовки студентов- Т.:2009.
5.ХошимовЎ., ЁқубовИ. Я. Инглизтилиўқитишметодикаси - Т.: 2003.
6.Мильруд Р.П. Методика преподавания английского языка. English language methodology; Учебноепособиелявузов. 2-изд. –Москва. Дрофа, 2007.
7.Сommon European Framework of Reference for languages;Learning, Teaching. Assessment. The Council of Europe- Strasbour. 2005.
8.Rogers and Richards. Approaches and methods in language Teaching. Cambridge University Press.
Teaching vocabulary (10-11 forms academic lyceums, and professional colleges)


Questions to be discussed:
1. Selection of vocabulary minimum.
2. Best methods of teaching English vocabulary.
3. Vocabulary teaching strategies


Key terms: vocabulary learning, vocabulary in context, memorizing, blend of methods, language lexicon, vocabulary teaching strategies, active and passive word-stock.


Visual
demonstration of school paraphernalia or drawings on the black board (realia);
illustration material-pictures / objects;
models;
demonstration of movements, mime, body language;
pictograms, pictures, schemes.
Translation
giving an equivalent;
translation-interpretation;
comparing a foreign word to the native language word.
The choice of a successful way of semantization depends on the following factors:
whether the word belongs to the active (productive) or passive (receptive) vocabulary minimum;
on the stage of learning: at the junior level – visual techniques, speech-patterns, translation; at the intermediate level -synonyms, antonyms, word-building analysis; at the senior level -context, definitions;
on the level of the language performance of the learners in a certain stage of education;
on the qualitative characteristics of a word.
While introducing new vocabulary can be used direct and indirect ways for semantization. The more effective way is direct as definition, context, etc. It is time to deal with the matters, first, how to work on a new word. There are 2 ways: 1) a word in isolation; 2) via the context.
The second, how to work on an isolated word:
when you deal with proper names, geographical names;
sometimes you can give some words to develop the language guessing abilities (the first word is given in the context, the rest - in isolation: a runner - in the context; a jumper - will be easily guessed);
when teaching the students to work with a dictionary.
The work on a new word in the context is more widely used, in particular, in a phrase, in a situation, in a story, in question-answer form, in a talk. It leads to better assimilation of new words.
Stage II - drilling, its aim is to create or form the stereotypes of usage of a new word.
Stage III - situational (communicative practice) aimed to developing or improving the vocabulary subskills in the aspect of using vocabulary in the speech.
People can communicate using 400-500 words. An educated person uses 3000-5000 words to express his ideas in the written and spoken forms of speech. A person should know more than 3000-5000 words for reading and listening. Famous writers and poets use 20-25 thousand words in their works.
Many language teaching programmes aspire to teach only about 2000 words. Are the remaining words learnt from a dictionary? Definitely not. If the meanings have not been supplied by outside sources, as it were, then where have they been found? The answer is, of course, that we guess the meanings of the words by hearing them used in a certain situation or by reading them in a certain context and guessing their meaning from the context⁸³.
In connection with the matter of guessing importance in the communicative activity (during reading or listening) it is necessary to discuss some ways to learn words in the context in detail.
Inferring the word meaning from the context allows the student to infer or guess the meaning from the context or illustrations. Through the context students obtain a general understanding of an unfamiliar word if 1) they continue reading, If students know something about the content of reading or listening materials from their knowledge of the first language reading; 2) students know how the meaning of the words they learn refers to parts of reality.
For this purpose teachers need to know how to train students' subskills. The teacher can use the following techniques (lor efficient readers) suggested by Yang Zhihong:
Look at the unknown word and decide its part of speech. Is it a noun, a verb, an adjective, or an adverb?
Look at the clause or sentence containing unknown word. If the unknown word is a noun, what does this noun do, or what is done to it? And what adjectives describe it? What verb is it near? If it is a verb, what nouns does it it go with? Is it modified by an adverb? If it is an adjective, what noun does it go with? If it is an adverb, what verb is it modifying?
Look at the relationship between the clause or sentences containing the unknown word and other sentences or paragraphs. Sometimes this relationship will be signaled by conjunctions like but, because, if, when, or by adverbs like however, as a result. The possible types of relationship include cause and effect, contrast, time, exemplification, and summary.
Use the knowledge you have gained from steps 1 to 3 to guess the meaning of the word.
Check if your guess is correct.
See the part of speech of your guess is the same.
Replace the unknown word with your guess. Does the sentence make sense?
Break the unknown word into its prefix, root, and suffix, if it possible. Is the meaning of the prefix and root correspond to your guess?
Speaking about word-stock of a language learner we must distinguish between an active and passive word-stock. Active word-stock includes all words and expressions that are constantly used by a person in everyday life. Passive word-stock consists of all words which are familiar to a person but are not in active use. Usually passive word-stock is richer than an active one.