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CONCLUSION
This piece of work to highlight the importance of vocabulary learning as an essential part in foreign language learning . I begin with introduction this work . Introduction concludes some laws about education system which President of our country Shavkat Mirziyoyev organized and also It consists of theme’s short account and scientists of ideas . I report on research results aimed at investigating the techniques used by a teacher of English in presenting the meaning and form of vocabulary in the first chapter . The second chapter is about the many different aspects of vocabulary knowledge involved in learning words , and sets out principles for teaching . The third chapter is about essential methods to learn vocabulary . In this section I mention tips to explain to you how to learn vocabulary quickly , fast and in an easy way . Learning any language is a task when done in a boring way , but when done in an interesting way it becomes fun . So , we should use the above-listed techniques and get that command over the language . The final section is about using activities to teach vocabulary . I insert some interesting vocabulary activities that may be useful for revising a variety of words . As such I have found or taken pictures of the fun activities on how to teach vocabulary , which you can adapt for your classroom . They include activities to expand vocabulary , how to teach vocabulary as a starter .
I remember five important points regarding vocabulary .
Vocabulary is very important and needs to be dealt with systematically in its own right ; it is not simply an add-on to grammar or skills lessons .
Our job does not finish as soon as learner has first met some new vocabulary ; We need to help them practice , learn , recall and use the items .
Training in the use of English-English dictionaries provides learners with a vital tool for self-study .
We need to distinguish between vocabulary for “productive” use and for “receptive” recognition and adopt our classroom work appropriately.
We need to deal not with single word lexical items , but also with longer , multi-word items .
SUMMARY
Vocabulary has been seen as a major resource for language use . Early foreign language learning offers the chance for learners to build up a solid score of words useful for further learning , together with words that are learnt because they interest or excite young learners at that age . However , early vocabulary learning may be ineffective if words are not consolidated and used regularly . Children entering secondary education will have varying amounts of words , some they have mastered really well , some only partially learnt and some that they have met once or twice but not remembered . It should not be assumed that children know what they have been taught , i.e. the content of their course books or syllabus . They know what they have learnt .
Progression in vocabulary learning has been examined from several different perspectives :
I . Over the timescale of primary education , progression in conceptual development impacts on vocabulary learning . As children get older , they more able to handle abstract ideas and words as well as concrete and the here-and-now ; and to work outwards from basic level concepts to more general and specific concepts and vocabulary .
2 . Over lessons and years , knowledge about particular words can be seen as a progression from partial knowledge of the meaning , use and form to fuller knowledge .
3 . Over tasks and lessons , progression in vocabulary learning moves from receptive and initial understanding of what a word means to being able to use it appropriately .
Two key ideas for teaching that have emerged are that the linking of words and meaning in connected networks can be exploited for meaning and memorizing , and that recycling previously met words in varied contexts and activities is essential to keep learnt words active .
In the previous chapter , we considered the development of discourse skills . Vocabulary is fundamental to using the foreign language as discourse , since vocabulary is both learnt from participating in discourse , and is essential to participating in it . Teacher’s planning may separate vocabulary as a resource from discourse skills , in order to think about which words are to be learnt and how , but from a pupil’s viewpoint the separation should be much fuzzier . They will encounter new words in a discourse context , which will provide many clues to their meaning and use ; they will begin to use new words in a discourse context that makes sense to them and which contains many better known words ; they will eventually have those ready for use in discourse to communicate their own ideas . When words are assembled into discourse , what holds them together is grammar , and it is to grammar that we turn our attention next . Finally , in addition to the lessons in English textbooks typically have many words that students don’t know . Translating the words is one technique that you use , but there are some disadvantages to this . It is more useful to teach students techniques that will help them to understand the words themselves . In this unit you explored some ways to help our students work out the meaning of words and remember them . These are techniques that we can use with all the textbook lessons to help our students become more independent , confident learners .
If we would like some ideas for improving our own vocabulary in English and for phrases we can use to teach vocabulary .
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