Microsoft Word metod t10. doc

Difficulties Pupils Experience in assimilating Vocabulary 
Learning the words of a foreign language is not an easy business 
every word has its form, meaning and usage and each of these aspects of 
the word may have its difficulties indeed, some words are difficult form 
(daughter, busy, bury, woman, women) and easy in usage; other words 
are easy in form (enter, get, happen) and difficult in usage consequently, 
words may be classified according to the difficulties pupils find in 
assimilation. In methodology some attempts have been made to approach 
the problem. 
The analysis of the words within the foreign language allows us to 
distinguish the following groups of words; concentrate abstract and 
structural Words denoting concrete things (book, street, sky), actions 
(walk, dance, read), and qualities (long, big, good) are easier to learn than 
words denoting abstract notions (words, home, believe promise, honest). 
Structural words are the most difficult for Karakalpak-speaking pupils. 
In teaching pupils a foreign language the teacher should bear this in 
mind when preparing for the vocabulary work during the lesson.

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3. 
Psychological and Linguistic Peculiarities of the English Vocabulary 
From the view point of psychology words (vocabulary) are the 
complicated phenomenon which stimulate perceiving and understanding 
the speech. 
As a stimulator there are two aspects of the word: on the one hand 
we hear, listen to the words and see it in written form, and a person gives 
an answer with the help of words on the other hand. 
As a persons answer we can see one more aspect (the third) of the 
word-action aspect. The pronunciations and writing (spelling) of the 
words are realised by actions (by brain activities). Thus, the assimilation 
of words by a pupil depends on the activity of the higher nervous system 
(correlation of seeing, listening, hearing reflexes in the brain). So the 
psychological structure an meaning of a word consists of listening, 
seeing, (visual) pronunciation and writing activities. In teaching pupils 
English vocabulary the teacher-methodologist should bear the 
psychological aspects in mind. Words are elements of the language used 
in the act of communication. They are single units, and as such cannot 
provide the act of communication by themselves they can provide it only 
when they are combined in a certain way. In teaching pupils vocabulary 
both the ear and the organs of speech should take an active part in the 
assimilation of words, pupils should have sample practise in hearing 
words and pronouncing them not only as isolated units but in various 
sentences in which they occur. 
Rule 1 for the teacher
: While teaching pupils vocabulary introduce 
words in sentence patterns in different situations of intercourse. Present 
the words in keeping with the structures to be taught. 
Rule 2 for the teacher
: Present the word as an element, i.e., in a 
sentence pattern first. Then fix it in the pupils memory through different 
exercises in sentence patterns and phrase patterns. 
Speech is taken in by ear and reproduced by the organs of speech. 
«
Есть
основание
считать
, 
что
местом
образования
и
накопления
слов
является
рече
двигательный
анализатор
. 
Слуховой
анализатор
лишь
контролирует
способ
образования
слов
, 
но
не
содержит
их
в
себе
. 
Только
то
слово
может
быть
понято
и
узнано
, 
которое
уже
образовано
и
двигательные
следы
которого
хранятся
в
двигательном
анализаторе
. 
Незнакомые
слова
должны
быть
(
под
контролем
слуха
) 
предварительно
усвоены
рече
-
двигательным
анализатором
». 
Жинкин
Н
.
И
. 
Механизм
речи
. 
М
., 1958. 
Rule 3 for the teacher
: While introducing a word pronounce it 
yourself in a context, ask pupils to pronounce it both individually and in 
unison in a context, too. 

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Linguistic peculiarities of the English vocabulary can be grouped 
into 3 classes. 
1. 
Specific properties of the English vocabulary itself. 
2. 
Peculiarities of the English Vocabulary in Comparison with the pupils’ 
mother tongue vocabulary. 
3. 
Differences of the English Vocabulary in Comparison with the Russian 
and the pupils’ mother tongue vocabulary. 
1. 
The first group includes the following: 
(1) silent letters in several words. E.g. Whom, take, light, autumn; 
(2) polysemy of words; 
(3) the presence of conversion. E.g. to work - work; 
(4) the exceptions from the reading rules of some letters. E.g. put [p t], 
gone [ n], come [ k m]; 
(5) difficult pronunciation of some letter combinations in words: thin, 
this, mathematics; 
(6) the presence of the 4 forms of English verbs: go - went - gone - going. 
2. 
(1) Non-coincidence of the word meaning in both languages, the 
meaning is narrow in one language but broad in the other one. E.g. 
Afternoon - from 12 till 18 o’clock. The meaning by one word in 
Karakalpak. 
(2) To word meaning in the mother tongue coincides in some extent in 
English language: Karakalpak «
тахиа
» - a skullcap, «
тон
» - a robe. 
The meaning is close in some extent, because there are no such clothes 
in England. 
(3) Two words coincide to one word in mother tongue: 
кол
- arm, 
hand. 
(4) Words which have no counterparts in Karakalpak: a lunch, show. 
(5) 
The pronunciation of the English word coincides to the 
pronunciation of the Karakalpak word but with different meaning. 
E.g. a magazine. 
3.
(1) This group includes the international words which exist in three 
languages: E.g. finish, start, football, volley-ball. 
(2) In English and in Russian the word meaning coincides but in K-k - 
not.