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Teaching and learning lexical items

• Saidova Nargiza Narzullayevna

PLAN

• 4

• What is needed to Master a New English Word?

• 1

• 2

• 3

• 5

• Teaching Vocabulary Explicitly or Implicitly

• Strategies to Teach Vocabulary

• Teaching Grammar Versus Teaching Vocabulary

• Grammar-Translation Method Versus Communicative Approach

INTRODUCTION

• Various definitions have been labeled to vocabulary, but the most agreed one is that vocabulary is words learning. Harmer (2007) states that vocabulary is not only to know the words but also to know the relationships of these learned words to other words in the sentence. Scrivener (2011) further argues that “lexis” rather than the more familiar word “vocabulary” should be used. That is because of the availability of corpora. The use of the word lexis implies a major shift in understanding, attitude, and approach.

What is Needed to Master a New English Word?

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Teaching Vocabulary Explicitly or Implicitly

• Many researchers believe that EFL teachers should not teach lexical items deliberately, but they should expose their students to them through reading, listening, speaking and writing activities. In other words, vocabulary teaching should be accidental and unplanned. However, a myriad of research has investigated the essence of teaching vocabulary explicitly and they found out its.

Four strategies to introduce individual words explicitly.

Strategies to Teach Vocabulary

• Vocabulary teaching strategies as actions taken by EFL teachers to introduce target vocabulary whereas learning strategies are self-initiated by the learners themselves. Therefore, good teachers help their learners uncover learning strategies and guide them to utilize the most effective learning strategies that suit them.

• Teaching vocabulary is a complex process that entails EFL teachers to be aware of certain aspects and factors before they introduce any lexical item to their learners.

Teaching Grammar Versus Teaching Vocabulary

• Teaching grammar took most timing focus of any
• lesson and this emphasis caused by the belief that grammar must be known by language learners first. As a result, grammar translation method domination was markedly viewed and widely experienced in all language teaching classes.

Strategies for Dealing with Unfamiliar lexical Items in Class

• Language teachers have a variety of strategies at their disposal when unfamiliar lexical items crop up in class. These pedagogical possibilities are illustrated visually in diagram two.

Conclusion

• As shown in this study, the use of pictures can be effective in promoting students’ interest and motivation in speaking activities in English class. In this study, we have discussed both the general knowledge of motivation and pictures and give a number of pedagogical implications for teaching speaking skill using pictures. We do believe that these activities using pictures will create an exciting learning environment where students will be motivated to engage in speaking activities in English class. However, needless to say, in all cases the most important factor is the teacher.