Международный научно-образовательный

ФИО авторов: Mamatkulova Mashhura
First-year student of Uzbekistan State World Languages University,
Mamatkulova Nodira
Teacher of Philology faculty in Uzbekistan State World Languages University Название публикации: «TEACHING VOCABULARY THROUGH COMMUNICATIVE WAY»


Abstract: This article discusses the most effective techniques and methods of teaching vocabulary through “Communicative language teaching” which aims to improve the communicative skills of language learners.Many students who are learning a second language struggle with acquiring new vocabulary, due to linguistic deficiencies, memory deficits and poor word learning strategies. In order to tackle these problems, this article provides effective principles for teaching and learning vocabulary. The issue of increasing productivity at learning vocabulary and using properly is attached to the interacted communication during the lessons. Some strategies of achieving aforementioned objective are also mentioned in this article.
Key words: Communicative Language Teaching (CLT), vocabulary acquirement, second language acquisition, language learners, interaction, communicative, learner interaction.

Introduction

“Without grammar, there are few things we can express, while without vocabulary there is nothing we can express”.( Wilkens, 1976).

The word is root of any language, that's why it is complex phenomenon. Words have a lot of different functions ranging from carrying grammatical meaning to expressing people's feelings, opinion. A word can be used in multiple meanings and a meaning can be expressed in a few words. Besides, different words may share similar meanings or vice versa, similar words may have opposite meanings.
According to the Vygotsky's theory, " A word is microcosm of human consciousness.
" In fact, many scientists and linguists point out that 'If you spend most of your time studying grammar, your English will not improve very much. You will see most improvement if you learn more words and expressions. You can say very little with grammar, but you can say almost anything with words!' We never stop learning new words even in our first language. So without any doubt, vocabulary plays more important role in learning language than it seems . New meanings of old words and completely new words are emerging every day. Hence, there are a lot of students, language learners who have difficulties in acquiring, understanding, using new words while learning second language. These all problems can be solved by using specialized and modernized techniques of teaching vocabulary through interactive approaches.
It is undeniable that people have been focusing on much more useful and effective strategies of learning vocabulary when it comes to learn not only English, but also other foreign languages. Because vocabulary which is the main material of the language is of crucial importance in expressing ideas and thoughts when we are communicating. Lack of vocabulary and difficulties associated with it lead to communicational barriers and failures. In recent years, many new investigations, ideas and approaches have emerged through many English linguists’ efforts and research. Among them communicative way of teaching English is highly recommended in order to get students skilled at learning vocabulary easily and using them appropriately in their speech. Communicative Language Teaching, (CLT) is one of the approaches in teaching that helps to gain communicative rather than linguistic capability through learner in learner interaction.

Materials

According to professor, specialist in second and foreign language teaching, applied linguist and educator Jack C. Richard's point of view, our understanding of second language learning has changed dramatically over the last two decades. We can recognize that CLT is the main reason for these changes. In T J. Taylor's book, CLT

is explained as following " It emphasizes the ability to communicate the meaning of message, instead of concentrating on grammatical perception or phonetics."
Jack C. Richards explains CLT approach in his book of “ Communicative Language Teaching today” as following " CLT can be understood as a set of principles about the goals of language teaching , how learners learn a language, the kinds of classroom activities that best facilitate learning and the roles of teachers and learners in the classroom. Communicative competence includes the following aspects of language knowledge: •Knowing how to use language for a range of different purposes and functions

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  Knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication)
  
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  Knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations)
  
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  Knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies)"
  

It has proven thatlearning and teaching in this way can be very effective. Those are a number of teaching strategies and methods which are beneficial for both students and teachers.

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  make a story appropriate for vocabulary
  

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  use visuals and situations
  

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  describe a picture to represent words
  

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  practice using new words in conversation
  

All of these activities are student-centered, collobrative, cooperative and content- based. For example, lets take making a story appropriate for vocabulary, one of the

strategies based on the principles of CLT. Firstly, in the classroom new vocabularies are given with their definitions and students are asked to make a story using them.
The role of teacher in CLT changes from which means that he/she takes part in a group as a participant and begins the first sentence of story using new vocabulary to create communication process in the classroom. In this activity, the role of teacher distinguishes from traditional teaching technique. Then other students continue this game which forms interactive rather than individualistic approach to learning. After such kind of group work tasks learners can gain an increased sense of confidence in using newly acquired vocabulary in daily conversation.
Another activity is describing picture to represent words. This is quite interesting, enjoyable and free-speaking activity. For this, learners are asked to describe a photo which necessitates using new vocabularies. When they look at the picture, they try to describe images with new vocabulary and share their ideas with other students. This interaction helps them to register new words in their long-term memory.

Conclusion

To sum up, being able to learn, recall, understand and use new words meaningfully is critical to the academic achievement of students who are learning any kind of second language (L2). The strategies, methods and activities shared in this article set the main objective as teaching how to communicate, interact with other people in foreign language.

References:

1. 
   Richards Jack C. Communication Language Today. New York: Cambridge University Press. 2006.
   
2. 
   R. Gwin. A way to connect/Sonoon Jer. -2009.
   

3. 
   Beck, I. L., McKeown, M. G., & McCaslin, E. S. (1983). Vocabulary development: All contexts are not created equal. Elementary School Journal, 83, 177- 181.
   
4. 
   Harley, B. (1996) Vocabulary learning and teaching in a second language [Special issue.] The Canadian Modern Language Review, 53 (1).
   
5. 
   Meara, (1980). Vocabulary acquisition: a neglected aspect of language learning. Language Teaching and Linguistics: Abstracts 13.4, 221-246.
   

[6]. D. Larsun – Freeman. Techniques and Principles in Language Teaching//Oxford University – 2008.