Тиллар ўҚитиш методикаси ва таълим технологиялари

Shadow reading (Lucy Baylis, UK)
This activity uses a text from the course book, and involves listening and pronunciation practice. This task is challenging and motivating and can be used at any level.
Procedure:
1. Teacher reads the text aloud and students follow, marking the text for stress
2. Teacher reads the text a second time and the students mark for linking
3. Individual chunks that show good examples of linking or problematic pronunciation can then be drilled
4. Students practice these aspects of pronunciation by reading the text to themselves before the teacher reads the text aloud again and they listen
5. Then the students read the text with the teacher and they have to start and finish at the same time as the teacher, who reads the text at normal speed This works well after some exposure to the rules of pronunciation - connected speech, stress and intonation.
LECTURE 13. TEACHING VOCABULARY TO A1 LEVEL LEARNERS.
Lecture outline:
1.Notions of “vocabulary” and its categories
2. Selecting vocabulary
3.Vocabulary distribution and vocabulary difficulties
4. Vocabulary presentation
5. Developing vocabulary subskills
6. Volume of A1, A2, B1 vocabulary active and passive minimums


Key words: vocabulary types, oral and print vocabulary, linguistic, methodological, psychological, separate word, set expression/collocation, idioms, receptive vocabulary, productive vocabulary, and receptive vocabulary.
REFERENCES
1. Jalolov J.J. “English language teaching methodology” T. 2015. Pp. 111-125
2. Akhmedova L.T. Normuratova V.I. “Teaching English Practicum” T. 2011. Pp. 60-66
3. Jalolov J.J. “Chet til o’qitish metodikasi” T. 2012. Pp.145-167
4. Ur P. A Course in Language Teaching. Practice and theory. -Cambridge: CUP, 2003. Pp. 82-90.
5. Milrud R.P. English Teaching Methodology. -M.: Drofa, 2007. -P.93-94.
6. Lado R., Fries C. Lessons in Vocabulary. - Michigan: The University of Michigan Press, 1990.

Vocabulary is not only the most difficult subskill among language skills but also the most important. Word is a central unit of a language: language first of all is the system of words.

The main practical aim of teaching vocabulary in primary schools and secondary schools is to form the pupils’ vocabulary skills as a basic component of all the language activities. But when we speak about vocabulary we shouldn’t forget that 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. Of course vocabulary is not the whole of the language. The system of the language (its ‘grammar’ or ‘structure’) is also important: how the plural is formed, how past tense is signified and so on.
What is vocabulary and what needs to be taught?
Vocabulary can be defined, roughly, as the words we teach in the foreign language. However, a new item of vocabulary may be more than a single word: for example, pen-holder and merry-go-round, which are made up of two or three words but express a single idea. There are also multi-word idioms such as take the bull by the horns, where the meaning of the phrase cannot be deduced from an analysis of the component words. A useful convention is to cover all such cases by talking about vocabulary “items” rather than “words”. It is also called mental lexicon that is “vocabulary in mind”4. It consists of the smallest independent meaningful units of speech. These units of speech are called words. The words have word forms and meanings assigned to them. Words in mental lexicon create lexical networks. Once activated a lexical item stimulates other associated lexical items and this causes activation of a bigger network. To access mental lexicon an idea has to be mapped onto meaning and form that are stored in our memory.
Mental lexicon performs the functions of word storage, retrieval, comprehension and use. Storage of words in mental lexicon is the result of a person’s cognitive processes in real-world situations. As a result of cognitive processes, the words make up the situation sets (associated with a particular situation, objects, phenomena or processes), semantic sets (associated with a concept) and collocation sets (associated with other words by habitual everyday use). Language is created and developed by the society, people only because of requirements of communication constantly accompanied
to the labour and the whole life of peoples and its satisfaction turned out to be necessary. That is why the language as means of communication was and always remains the constant participant of all sides of society and activity of collective. Vocabulary work is inseparably connected with all the other aspects of the language:
3. With pronunciation: lexical meaning are expressed with the help of phonic means of a language: -short and long vowels (fill-feel, knit-neat):
• open and close vowels (beg-bag)
• voiceless and voiced consonants (lad-let)
b) With morphology:
c) With syntax,
d) With spelling: fair tale – fare tail;
e) With stylistics: father, pa, daddy, pop, old man.
By vocabulary skills we mean the ability:
- To transfer of a word from distant memory to immediate memory; (Retrieval of words from memory is done through the activation of mental lexicon. Activation is caused by attempts to map an idea onto the words in memory. Sometimes meaning cannot be mapped onto the words and this causes the “tip-of-the-tongue phenomenon” when the meaning needs to be expressed but the form cannot be retrieved from memory).
- To check the correctness of selection of a particular word in the given situation; (Here we may see approximation of word usage which can be
hampered by the absence of the necessary word in processing memory or in the mental storage. In this case language users resort to lexical strategies such ascircumlocution (putting the idea in a different way), word coinage (creating a
non-existent word) and derivation (forming a word from the one that is known to the language user). Another strategy is using gestures and mimicry).
- To evaluate combinability of the word chosen instantly with other vocabulary items; (A process of cognition produces the meaning, that a person is willing to communicate in the circumstances. It is necessary to consider the “word pragmatics”, i.e. to see that a word does not elicit an unwanted reaction from other participants in the communication. Using a word means recognizing certain grammar obligations. Finally, the word is accessed in memory and is produced either in graphical or oral form).
- To choose the proper paradigmatic form of the word quickly suitable for a particular structure (The use of words in both speech production and comprehension is the result of cognitive processes. It starts with the perception of the situation that makes it necessary to look for a word in the “master-file” (the main storage of words)).
What needs to be taught?The learner has to know what a word sounds like (its pronunciation) and what it looks like (its spelling). These are fairly obvious characteristics, and one or the other will be perceived by the learner when encountering the item for the first time. In teaching, we need to make sure that both these aspects are accurately presented and learned. Another point is grammar. The grammar of a new item will need to be taught if this is not obviously covered by general grammatical rules. An item may have an unpredictable change of form in certain grammatical contexts or may have some idiosyncratic way of connecting with other words in sentences; it is important to provide learners with this information at the same time as we teach the base form.When teaching a new verb, for example, we might give also its past form, if this is irregular (go, went), and we might note if it is transitive or intransitive. Similarly, when teaching a noun, we may wish to present its plural form, if irregular (foot, feet), or draw learners’ attention to the fact that it has no plural at all (advice, information).
We may present verbs such as want and enjoy together with the verb form that follows them (want+to do, enjoy+doing), or adjectives or verbs together with their following prepositions (wait for, listen to). The collocations typical of particular items are another factor that makes a particular combination sound “right” or “wrong” in a given context. So this is another piece of information about a new item which it may be worth teaching. When introducing words like decision and conclusion, for example, we may note that you take or make the one, but usually come to the other; similarly, you throw a ball but toss a coin; you may talk about someone being dead tired but it sounds odd to say * dead fatigued.
Another typical feature isidiomatic word use or collocations. They often serve as instruments of individual expressive power.Collocations are also often noted in dictionaries, either by providing the whole collocation under one of the head-words, or by a note in parenthesis. Teacher should appeal learners’ attention to the differentiate features of idiomatic expressions with word combinations.
By methodological typology of the language material we mean distribution of lexical units into groups in accordance with the degree of their complexity for assimilation.
Different approaches to recognition of lexical (vocabulary) difficulties. There are different approaches to recognition of lexical (vocabulary)complexity:
- taking into account qualitative characteristics of words, that is formal, functional and semantic peculiarities of a particular word and complexity of its assimilation under the condition of contact between two languages. When people are speaking or writing, their choice of words is influenced by the situation they are in. A variety of the language in a communicative situation is called a language style. It may be appropriate to use an informal style with close friends, a neutral style with business acquaintances and a formal style with an employer. Often in communication I necessary to select specific vocabulary that helps convey the message in the best way. People switch the vocabulary they use when they talk to different specialists or non-specialists, to adults or children, to indifferent or sensitive people. The selection of vocabulary for the purpose of achieving the best communicative result is called language register.
- taking into account quantitative characteristics of words (metaphorical word usage and word polysemy which is represented by homophones with a variety of assigned meanings) which imply wide use of words as well as their length which is measured in the number of letters or syllables.
The basic principles of selection of the active (productive) minimum vocabulary:
• semantic approach;
• combinative approach;
• stylistic approach ;
• frequency approach;
• word-building value;
• words of polysemantic value;
• excluding synonyms;
• excluding international words.
The active (productive) minimum vocabulary is selected on the basis of topics and communicative situations, analysis of phonogram, dialogues, written speech.