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THE EFFECTIVE METHODS OF TEACHING VOCABULARY
IN PRIMARY SCHOOLS 
 
AZODOVA M.N. Tashkent State Institute of Oriental Studies
 
English has become an international language and its range of functions is increasing everywhere including 
Uzbekistan. The resolution of the First President of the Republic of Uzbekistan I. A. Karimov "About measures for 
further improvement of system of a learning of foreign languages" of December 10, 2012 is a guidance to improve 
teaching foreign languages, to train specialists with good language skills and to introduce advanced technologies into 
education system, etc. According to resolution, foreign languages, predominantly English language, will be taught in all 
schools of Uzbekistan from first classes as game plays. From the second class, the alphabet, reading and grammar will 
be taught. 
According to psychologists, human beings learn the life experiences by words, because thoughts are made by 
words. Word is a central unit of a language: language first of all is the system of words. Without a sufficient 
vocabulary, students cannot communicate effectively and express ideas. Having a limited vocabulary is also a barrier 
that prevents students from learning a foreign language. If learners do not know how to expand their vocabulary, they 
gradually lose interest in learning. The main practical aim of teaching vocabulary in the primary and secondary schools 
is to develop the learners‘ vocabulary sub skills as a basic component of all language and communicative activities. One 
should realize that the terms ―vocabulary‖ and ―words‖ are not the same. 
Learning a new language is basically a matter of learning the vocabulary of that language. Not being able to 
find the words you need to express is the most frustrating experience in speaking another language. Without doubt 
vocabulary is not the only thing you have to know about the language. Other levels of language (grammar, phonetic, 
phonological, and stylistic) are also important. 
Working with young language learners in the primary classroom can be both a rewarding and a demanding 
experience. To make the most of that experience for both learners and teachers we need to be very clear what is we are 
trying to do. We must try to identify what learning language in school demands from young children and what it can 
offer them. We should also acknowledge what the implications of those demands and needs are for the teachers. 
Young children do not come to the language classroom empty-handed. They bring with them an already well-
established set of instincts, skills and characteristics which will help them to learn another language. We need to 
identify those and make the most of them. For example, children:
-are already very good at interpreting meaning without necessarily understanding the individual words; 
- 
already have great skill in using limited language creatively; 
- 
frequently learn indirectly rather than directly; 
- 
take great pleasure in finding and creating fun in what they do; 
- 
have a ready imagination; 
- 
above all take great delight in talking!
Very young children are able to understand what is being said to them even before they understand the individual 
words. Intonation, gesture, facial expressions, actions and circumstances all help to tell them the unknown words and 
phrases probably mean.
So when children encounter a new language at school, they can on the same skill to help them interpret the new sounds, 
new words and new structures. We want to support and develop these skills. We can do this by making sure we make 
full use of gesture, intonation, demonstration, actions and facial expressions to convey meaning parallel to what we are 
saying. We must also try not to undermine the children‘s willingness to use the skill. 
At primary school level the children capacity for conscious leaning of forms and grammatical patterns is still 
relatively undeveloped. In contrast, all children, whether they prefer to ‗sort things out‘ or ‗muddle through‘, bring with 
them an enormous instinct for indirect learning. If we are to make the most of that asset we need to build on it quite 

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deliberately and very fully. 
Children have an enormous capacity for finding and making fun. Sometimes, it has to be said, they choose the most 
inconvenient moments to indulge it! They bring a spark of individuality and of drama to much that they do. When 
engaged in guessing activities children nearly always inject their own element of drama into their hiding of the prompt-
cards and their reactions to the guesses of their classmates. They shuffle their cards ostentatiously under the table so that 
the others can‘t see. 
Cameron (2001) states that many teachers still apply traditional method in teaching English for young learners. 
For example, teachers make the students keep learning through teacher‘s explanation of new words or grammar. In fact, 
this method is not effective because students will easily forget the words and the material if they learn different topics. 
Especially for young learners, those who are seven to twelve years old, this method is uninteresting. However there are 
many methods that can be used in teaching English to young learners. But the applied methods need to be not only 
interesting but also effective in teaching language. Cameron (2001) says that students will not be able to speak foreign 
language well just my memorizing lists of words, repeating mechanically some useful expressions, and so on. If young 
learners do not understand the spoken language, they can‘t learn it effectively. Harmer (2007: 84) sais that some 
students forget the material easily because they are not active during learning process or involved in learning process 
directly; there are no good atmosphere and environment of learning process in the class if there is no interaction or 
response between students and teacher. If students just sit in their chairs and listen to teacher‘s explanation it will make 
students bored and they will not enjoy the learning process. Harmer (2007: 84) states that " the students must be 
encouraged to respond to texts and situations with their own thoughts and experiences, rather than just answering 
questions and doing abstract learning activities. The teacher must give them tasks which they are able to do, rather than 
risk humiliating them".