Vocabulary is a collection of words and phrases in language

Introduction
Vocabulary is a collection of words and phrases in language. Teaching vocabulary to students so that they have a large, expansive word knowledge and then understand the meaning behind the words, enables them to effectively express themselves clearly and in detail. It's equally as important as grammar.and grammar work together to enhance not only knowledge, but the core language skills of reading, writing, speaking and listening. Knowing and understanding a vast collection of words, where they fit and how they function in sentence structure is vitally important.is the first and foremost important step in language acquisition. In a classroom the foreign language learning can be made interesting and efficient, interactive and interesting with the introduction of appropriate vocabulary exercises. This paper is an attempt to study and explore the various methodologies that can be incorporated in the teaching of vocabulary items in a language classroom.learn vocabulary directly and indirectly. A student's vocabulary portfolio increases from the age of speaking through the ages of structured learning in a classroom environment. Having active vocabulary lists can increase a student's ability to read and comprehend their world in books, activities, communication and listening. As a student's vocabulary increases so does his/her ability to read and comprehend learning materials, textbooks, and interpretation of the world around him/her.English vocabulary can be rather difficult. It is not made any easier by the fact that many words have several possible meanings. There are also many homonyms, which are words that sound the same but are spelled differently and have different meanings. All of this complication makes the English language one of the most difficult languages to learn, and trying to learn English vocabulary is just one part of that. teaching vocabulary english language Thankfully, there are many tools and techniques at your disposal to help you learn English vocabulary learn English vocabulary much more easily.the many compelling reasons for providing students with instruction to build vocabulary, none is more important than the contribution of vocabulary knowledge to reading comprehension. Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension (Anderson & Freebody, 1981; Baumann, Kame‘enui, & Ash, 2003; Becker, 1977; Davis, 1942; Whipple, 1925). Most recently, the National Reading Panel (2000) concluded that comprehension development cannot be understood without a critical examination of the role played by vocabulary knowledge. Given that students’ success in school and beyond depends in great measure upon their ability to read with comprehension, there is an urgency to providing instruction that equips students with the skills and strategies necessary for lifelong vocabulary development., regarding the importance of teaching vocabulary for the foreign language learning the topic of our course paper was chosen "Teaching Vocabulary”.topicality of the given course paper is predetermined by the fact that teaching vocabulary is an integral part of the foreign language teaching process. This matter requires new and more efficient approaches to the teaching process. Searching for new teaching methodical approaches is the key task of modern linguists and pedagogues who deal with foreign languages.
1.1 Introduction to the vocabulary
When teaching a foreign language, one of the key things that we stumble upon is the introduction of new lexical patterns, new phrases and idiomatic expressions. Ensuring constant vocabulary enrichment with the learners is the key principle to achieve language fluency and coherence. Hence, helping the learners to acquire and grow their word stock in a stress free environment and have fun at the same time is a challenge all of us – educators deal with.
There are different theories and practices about what the best way of vocabulary presentation is. All of them come not merely from theory but from practice as well. Hence, there is no definite truth here. All we need to know is that if it works for the learner then WELL DONE!
Existing Theories
CELTA course gives us a very nice and structured way of vocabulary presentation – meaning, pronunciation, form (MPF). This is explained in the following way – teaching meaning is the first obligatory thing, as the learners should first understand what the word means and then deal with the form and polish its pronunciation. Pronunciation comes next as the word should be articulated properly to be understood by the interlocutors, and the form is the last one in the list, as seeing the word written might hijack its pronunciation, considering the students are not well versed in word stress and the pronunciation of certain letter combinations. This order, however, can be varied according to the language level of the learners, the material presented and the aim of the task. For instance, when working with B2 and higher level of learners we can have the presentation stages in the following order: form, pronunciation, meaning. At this level of language comprehension learners are less likely to make pronunciation mistakes and we can actually show the form and reinstate the pronunciation without working on the meaning first. This technique however, is risky with low level learners, as they might pronounce the word incorrectly or get lost in the form, thus, prolonging the assimilation stage.
Another theory suggests that having a context for vocabulary presentation is always a must, as a lesson should not be divided into different sections like vocabulary, grammar, listening, reading, writing, but it rather should be a unity where all language skill are intertwined with each other. This, being true, does not negate the fact that sometimes we hold mere vocabulary sessions where having all the aspects included is not a must.
As we know, there are different types of learners – visual, auditory, reading/writing, and kinesthetic. Though it is impossible to meet everyone’s needs all the time, we are trying to make sure each session contains material for each type of learner. It is worth mentioning here, that learners don’t have to be of a specific type, but can have certain aspects of each with one dominant type.
Let’s have a closer look at some practical points and choose the ones that will work well with the type of learners we are currently dealing with.
Realia
Using realia in class when possible increases the chance of students remembering the targeted phrases with more ease and more vividly. This works better with lower level vocabulary where we are working with non abstract notions. Topics like ‘food, everyday objects, etc.’ go well with this method. We can go further and get more creative by using realia to revise/recycle vocabulary by asking the students to name the objects, or bring the objects they want to know how to call in English to class, and mingle. This can get very noisy, fun and educational.
Pictures
In case realia is hard to organize, pictures are always there to help thanks to the wide variety of Internet resources available nowadays. What I love pulling off during classes is trying to elicit an abstract phrase/idiom through a situational picture. It gives the students a chance to think longer, use their creativity and result in very interesting phrases.Below there is one of the idiomatic phrases I introduced during the class and students still remember it – Don’t cry over spilt milk.

First, the students brainstormed different phrases by looking at the picture. The only thing they knew was that it represents an idiomatic expression in English and they had to try to guess it. After the students mentioned the key words the phrase was revealed to them. After that, they started working with the meaning and finding synonymous idiomatic expressions in their L1.

Similarly, posters and flashcards can be very useful when working with visual learners. We can have a set of words to introduce with picture flash cards (either printed or using slides).

Guessing the word from the context

This has been a great vocabulary introduction practice for quite a long time with different age groups, levels of target language comprehension and interests. One of the ways is to present a text to the students where the context leads to the understanding of the key word. Most textbooks use this technique. Another way, is to show the target word in different sentences to enable the students grasp the meaning. Checking whether the students have actually understood the meaning of the word or not is quite easy, by either asking them to make their own sentences using the target word or elicit the translation of the word if everyone shares the same L1.
For example:
“Audi is a luxurious car.”
“Gucci is a more luxurious brand than Guess.”
“They entered the elegant, newly decorated, and luxurious dining room.”
This technique works nice with reading/writing type of learners. It can also work with the auditory type if we decide to read the sentences out loud instead of presenting the learners with the written one.
Definitions
This is another well-versed way of introducing new vocabulary. One challenge that we, teachers, might have with this, is making sure that the definition is actually comprehensible. Sometimes dictionaries provide definitions that include a lot of unknown words, hence confusing the learners even more. So, it is our job to choose/adapt the definitions according to the level of the learners to achieve a successful result.
An example of this I have come across when teaching B1 level students was the phrase “to cut down on something”;
To cut down on something – to start using something less extensive than previously
I adapted it like this – to start using something less than before
This technique can be quite nice for both reading/writing and auditory type of the learner depending on the way of its presentation.
Personalization
It is a fact that learners remember things better when we give them strong associations. This can be examples from the real world around us (politics, celebrities, etc.), as well as personalized examples on students or the teacher.
Let’s say, you want to teach the phrase “to get on well with someone”. Something like this can definitely work;
“My sister and I understand each other very easily. We have the same interests, the same hobbies, the same opinion about different things and we never fight. We get on well with each other.”
We can either use the target phrase like it was in the example and ask the students to guess the meaning, or leave the space blank and let the students guess the phrase itself. The second way works better in revision sessions though.
Find the word
This one is my personal favourite.
Let’s say we are going to introduce 4 words; reliable, arrogant, showy, trustworthy
We can create a grid with the words, cut them in half, and give to the students;

The students should try to find the correct beginnings and endings for the words knowing that there are only 4 words to compile.

This can be a little time consuming, but it gives the students a chance to compile the words on their own, hence, they work with word structure, exercise their background knowledge and having so much exposure to the target words enables them to remember them better.
Graphs
This approach is a very nice way to help assimilate the target word/phrase easier and in a full package. Four categories are used to help the learner grasp the meaning of the word and its usage; synonym, antonym, example, non-example. The graph below represents it more clearly.
This is a full and exhaustive way of dealing with the word at hand. To make it more challenging, we can upgrade the students’ language and introduce the part of speech differences of the word as well.
Let’s say we are teaching the word ‘interesting’. The rank will go as follows
Noun – an interest (n.)
Verb – to interest (v.)
Adjective – interesting, interested (adj.)
Adverb – Interestingly (adv.)
At the same time, context and/or example sentences can be provided with these 4 words which will result in the students’ assimilating 4 words instead of 1.
Ranking
This is another way of introducing sets of words. As we know, learning different shades of meaning is an effective way to enrich the students word-stock faster and help them understand the usage of each in a respective context. Though ranking is known to be a toll for vocabulary practice, it can also be used to challenge the students background knowledge and language feeling in general. Of course, here the level of the students is crucial, as we cannot demand A1 or A2 levels to have the that linguistic feeling.
Ranks work well with adjectives and adverbs quite nicely. Adverbs, however, can also be introduced with percentages as it is done in most textbooks (always – 100%, never – 0%).
Always-often-sometimes-occasionally-seldom/hardly ever-never
Happy-excited-delighted-ecstatic
Classification
This is another way of introducing new language in Test-Teach-Test format. It can be as simple as asking the learners to classify the target words into respective columns (means of transport, food, clothes, etc.), to parts of speech.
This also requires a lot of exposure to the language where the students have a chance to look at the target words/phrases more than once, try to pronounce them correctly, use their background knowledge, their guy feeling. As mentioned, things which people achieve themselves and are not handed, stick in the long-term memory.
Translation
Foreign language specialists, trainers, educators, instructors will agree that translation is not the best idea when working with a group of people trying to learn a target language. However, to me, it is not such a bad thing after all. Quite the opposite, when used moderately and to the point, it can be quite helpful in the teaching process.
Sometimes there are ideas and abstract notions which are hard to explain in a target language and near to impossible when dealing with low level learners. Here the L1 comes to help.
This being true, we should not forget, that translation is to be resorted only after we have tried all the possible ways to convey the meaning of the word and failed. It can be used to clarify the understanding rather than reveal it from the beginning.
Anyways, in general, it’s not a shame to have a good dictionary at hand and check the meaning of the words we, as teachers might not have come across yet. It creates a healthy learning environment if it’s done moderately and once again highlights the truth that learning is a lifelong process.
Alternatively, we can tell the students that we will check the word and get back to them. We should not be surprised that the students will take our word for it and wait for the clarification next class. So, it is important to keep our promises and get back to the students to answer their questions.
All of these said, it is worth pointing out that not all the techniques and methods will work with all types of groups and learners. Things that should be taken into account are age of the learners, interests, previous exposure to the language, background knowledge in general (this being a powerful tool when teaching in general, not just a language), their mother tongue, type of the learner and the means available at hand (technology, resources).

Let’s get creative and share more tools and techniques to facilitate vocabulary introduction. Looking forward to your comments!

1.2 the role of fairy tales in teaching reading skills and vocabulary

Classic fairy tales are not just popular stories for children. They have numerous benefits which can be used to help us raising our kids to mature and responsible persons.

Fairy tales teach us about ourselves and our society, help us to find solutions for variety of problems, tell us what is right and wrong and of course they have incredibly comforting effect.
You may still ask why are fairy tales good for children? Here is the top 10 list of reasons why fairy tales matter!
(Image credit: Gutenberg.org, PD licence)
Vocabulary and basic logic
Building vocabulary with fairy tales1. Without rich vocabulary we can never have quality communication. All sorts of stories for kids are made exactly for that: to enrich children's vocabulary. With books for kids learning new words is fast and fun process.
Fairy tales are stories with classic structure: introduction, body and conclusion. They help children with organizing some sometimes not so easy understandable or too abstract terms like time (before, than), relatives (son, father, grand father), consequences (action, reaction)... All these give them opportunity to understand others and improve their own narration skills.
(Image credit: Clker.com, PD licence)
Imagination, creativity, persistance
2. Imagination is obvious association when we talk about fairy tales. It seem just everything is possible in a fairy tale. Beggar can become a king, a king can be transformed into a frog and even death is not irreversible process. We deal with magic mirrors, flying carpets, cloaks of invisibility and only the imagination is the limit.
As Albert Einstein said: “Logic will get you from A to B. Imagination will take you everywhere.”
3. Every fairy tale is of course made around problem (or problems) and finding ways to solve it (them). Stories present very different problems and many of them look unsolvable but in the end (well, in most cases) problem is solved and main character achieves something what seemed out of his reach.
4. In most times the hero of the story have to repeat some tasks to reach the goal or maybe he (she) has to spend many years to find the solution to his (her) problem. This way fairy tales are telling no problem is too big if we persist in finding ways to solve it. Living in 21st century where jobs are unreliable and live constantly demands new knowledge and new skills from us, creativity should be appreciated more than ever.
Fantastic settings are almost a must in fairy tales
Alice in Woderland by Jessie Willcox Smith
Alice in Woderland by Jessie Willcox ...
Cultural and philosophical importance of fairy tales
5. Fairy tales came from other (sometimes very distant) places and other times to talk to us here and now. With fairy tales it is very easy to explain out children how looked life centuries ago, how were relations in society than and how some things have changed and other have not.

With folk tales we don't only learn about different customs, different people, different patterns of thinking but how some things can actually be changed too!

6. Fairy tales and their relatives like myths, legends, fables... help us finding the answers on most difficult question in human history: "Who we are?", "Why are we here?" and "Where are we going?"
Reading to kids can really broaden their horizons
Reading to kids can really broaden their horizons
clker.com
Parent child bonding and sense of community
7. We live in alienated times where the main problem is lack of time. Parents, especially in families where both parents build their careers, simply don't have enough time to be with their kids.
Many families in most developed countries can find only few minutes (!) per day for so important thing as building family bonds. With so little time it is so much more important to spend it wise. And what can be more genuine than storytelling with optional talk after the story ends? Fairy tales are great to make deep and powerful bonds for connecting generations.
With storytelling and talking about outcome of the fairy tale we can build solid cornerstones for decades of quality communication!
8. Sense of community is social, sociological and psychological concept, an invisible glue which holds together a lot of individuals and connect them in powerful unity where one plus one makes more than two. Sharing fairy tales and similar stories through different circles of the society we can feel how many similarities we really have no matter how different we look to each other at first sight.
European countries like Italy or Germany were build from many small entities with a help of fairy tales collectors!
Consolation and empathy
9. Fairy tales have extremely powerful consolation effect. No matter what happens, children know there is still hope right to the end of the story. Yes, in most cases happy ending does the trick, but there are also many beautiful fairy tales with sad ending (think about Little Mermaid by Hans Christian Andersen) with just as powerful impact.
We shall never forget how important was considered classical Greek tragedy for its catharsis and we shall never prevent our kids from all the sorrow in this world. They will experience it sooner or later and it is much better to learn a thing or two safe in our laps than alone and unprepared in the cold streets.
10. If I would have to choose only one benefit of fairy tales for children, it would be empathy. Through stories kids learn to compassion with characters, they identify with their problems and they learn from their experience.
Empathy is not in top demand nowadays but it is the one making us human. If we want our species to remain human, we should definitely read fairy tales to our children.
Modern methodology of teaching foreign languages offers an incredible variety of techniques and methods which can used to make learning effective and motivational. Teaching EFL to preschoolers involves the use of special techniques. The learning process should be based on the satisfaction of cognitive and psycho-physiological needs and abilities of the child. The effectiveness of early language learning may be achieved through the use of the methods and techniques which correspond to the age characteristics of the child and also motivate him/her to learn the foreign language. Such method of teaching English to senior preschoolers is the use of English fairy tales

The choice of a fairy tale as a subject of study is not accidental. Fairy tales contribute to the full development of the child. The researches of such psychologists as L. Vygotsky (2009), A. Zaporozhets (1948) and others have shown that a fairy tale is a literary genre which is the most appropriate for preschoolers. Listening to fairy tales develops imagination, attention, memory and thinking. Fairy tales entertain, teach and act as a conduit between the child and the outside world.

The use of fairy tales contributes to the development of child’s empathy, allows him/her to be fully involved in the educational process. Lively language, unusual characters and events arouse children's interest and curiosity. The sociocultural component of the fairy tales allows children to get acquainted with features of the culture of the language speaking countries and its traditions.
At an early stage of learning foreign languages, the fairy tale should correspond the age characteristics of the child, his/her skills and abilities in foreign speech. Plots of fairy tales are simple and, for the most part, familiar to the child. It allows him/her to turn to his own experience and native speech for more effective mastering and understanding of foreign language speech.
Fairy tales contribute to the development of speaking skills and abilities, including lexical skills. Vocabulary which is used in fairy tales is usually widely used by residents of the language speaking countries. Colloquial expressions, verbal expressions, constant epithets, comparisons, alliteration, rhyme is often found in fairy tales. Frequent repetition of words and expressions allows children to learn new lexical units more quickly.
But, first of all, I need to answer the question: what is a fairy tale? There is no exact definition of a fairy tale as a literary genre in world literary studies. However, based on the opinions of such literature specialists as Braude (1997), Browning-Wroe J and Sherrill (2010) and Anikin (1997) who studied fairy tales, it can be concluded that a fairy tale is a prose narrative, folklore or by an author, the plot of which is some real idea, reflected in the content through the use of elements of the magic (fantastic, unreal) world: characters, events, attributes, etc.
Fairy tales play an uniquely important role in the child’s life and they contribute to his emotional, mental and social development.
At primary stage of learning of foreign languages, the aim of the teacher is to create a learning process using such teaching methods that correspond to the age characteristics of students, satisfy their cognitive, communicative, psychophysiological and personal needs and cause an emotional response in children. The educational material should create conditions for the development of abilities and skills, imagination and creativity of the children. As Utekhina (2017) states that one of the requirements for the selection of learning content is the inclusion of linguistic material, which includes subject-specific and cross-cultural vocabulary, since the samples of the children's culture of English-speaking countries are interesting for a child.
Taking into account the characteristics of fairy tales, their significance in
a child’s life and the interest that children have in fairy tales it can be concluded
that fairy tale have a great linguistic and methodological potential and they can be widely
used in the educational process. Summarizing all the above, I have identified linguistic and methodological advantages of using English-written fairy tales in EFL learning.
Linguistic advantages:
variety of vocabulary on various topics: family, animals, colors, etc .;
the use of various means of expression: metaphors, repetitions, words of intensifying meaning, diminutive words, etc .;
frequent repetitions.
2.Methodological advantages:
fairy tales never get obsolete (Snegova, 1994);
in the interests of preschoolers;
satisfy the preschooler's cognitive, communicative, personal needs;
motivate to study the culture of the countries of the target language;
contain linguistic and cultural material: information about the history, geography, traditions and holidays, life and lifestyle of the inhabitants of the countries;
possible to use in all types of speech activities;
can be used as a substantive basis for various communicative situations, role-playing games, dramatizations, and also as a connecting link at all the stages of the formation of language skills.
What kind of fairy tales should you choose to teach EFL to preschoolers?
Among the variety of genres, it seems expedient to use cumulative or chain tales (fairy tales which contain constant repetition and development of actions throughout the plot), magical tales and tales about animals. These genres of fairy tales are the most interesting and clear for the preschoolers.
However, it is not enough to list suitable genres but what kind of texts should be used in the teaching process: authentic or specifically elaborated texts. Since the process of learning foreign languages is aimed at developing the ability to use a foreign language as a tool for communication in a situation of intercultural interaction (Galskova, 2006), the texts should be authentic. As Khaleeva (1990) writes, an uthentic text is a text which “native speakers produce for native speakers, that is, the original texts themselves, created for real conditions, and not for the learning situation” (p. 15). Nosovich and Milrud (1999) write that authentic texts are characterized by the naturalness of lexical content and grammatical forms, situational adequacy of the used language tools, logical integrity and thematic unity. Most of the researches in EFL teaching area have shown that working with various types of authentic texts enhances communication and cognitive motivation, forms linguistic-cultural competence, has a positive effect on the emotional state of students and allows a teacher to simultaneously turn to culture and language. Ciornei and Dina (2014) give several advantages of using authentic texts in a language classroom. Firstly, authentic materials (and texts as well) show students how exactly the target language is used by its native speakers. Secondly, with the authentic materials students are able to learn real-life expressions and they get confident to perform them not only at the classroom. Thirdly, authentic materials are less formal than usual textbooks and may become a basis for the further learning process. Also, as Passov (1991) states, authentic texts are the best learning tool for teaching a foreign language and a foreign language culture due to the cultural component of authenticity - ideas about the specifics of another culture, about the life and habits of native speakers.

However, the use of authentic fairy tales as a mean of learning is associated with some difficulties. These difficulties, Smirnova (2006) and Trygub (2006) write, may be removed by adapting or modifying the original text without compromising authenticity. One of the common forms of text modification in language teaching is text simplification which is defined by Davies (1984) as “selection of a restricted set of features form the full range of language resources for the sake of pedagogic efficiency” (p.183). It means that the given text is simplified in terms of making it more comprehensible for students.

Summarizing all the above, it is possible and appropriate to use a highly adapted English-language folk and literary tales in the process of teaching preschool children a foreign language. Fairy tales have numerous linguistic and methodical advantages of use in teaching. Due to its characteristic features, fairy tale is the optimal text for this age and language proficiency. Fairy tales allow you to engage children in educational and creative activities, develop motivation for communication and learning, and allow to acquaint preschoolers with the culture of the countries of the target language.
The studies of Sherbina and Lagoykina, Malkina (1996) and Solovova (2006) on fairy tales and their use in the process of learning and teaching foreign language, the following selection criteria for English-language fairy tales for teaching preschool children to vocabulary can be distinguished.
Entertainment (taking into account interests and needs of preschoolers, the formation of motivation to learn).
Accessibility of the text in the conceptual and linguistic terms.
Linguistic value.
Expediency (compliance with the goals and objectives of the learning process).
The developmental capabilities of the tale.
While using a fairy tale in teaching lexis to preschool children, it is necessary to adhere to certain principles that meet the basic principles of teaching children of senior preschool age.
On of the most important principles, as Solovova (2006) writes, are accessibility and feasibility, thus compliance with the age characteristics of preschoolers and their level of foreign language proficiency.

At the early language learning stage, it is reasonable to use adapted cumulative (recursive, chained) fairy tales such as Russian fairy tales "Teremok", "Kolobok", "Turnip", and English fairy tales “The Gingerbread Man”, “Henny Penny” etc. The next principals follows this one naturally.

The adaptation and modification. For teaching senior preschoolers, the best texts are considered to be of strongly modified.
Visual aids. Fairy tales are fiction, artistic texts, i.e. for full perception of which preschool children need some visual aids, such as illustrations, videos or toys. Rodina and E. Protasova (2010) emphasizes that visibility allows the child to control their own activities and contributes to the child’s motivation to learn, communicate and play in the target language.

Visual aids promote the understanding of the language material by children, contribute to the development of attention and guessing, make the learning process successful and enjoyable.

Methodology of working with fairy tales
The tale is the plot support of the whole learning process and at each stage performs certain functions. At the approximate preparatory stage of the formation of a lexical skill, the fairy tale performs the function of context, since the introduction, explanation and initial training of a new lexical material occurs inseparably from the text of the fairy tale. At subsequent stages, the fairy tale carries out a substantive connection: the techniques used by the teacher in stereotyping-situational and varying-situational stages have a common basis - the content of the fairy tale, and are directly related to each other.

It should be noted that working with an English-language tale for learning vocabulary should occur in conditions of active work and communication with children, to cause pleasure and interest. The use of fairy tales in teaching will allow children to motivate to learn a language: the desire to learn to call familiar fairy objects and to be in the place of their favorite fairy-tale characters will allow the teacher to fully accomplish the tasks set.

Reference List

Anikin V. Russkaya narodnaya skazka: Posobie dlya uchiteley / V.P. Anikin. - M.: Prosveshenie, 1977. - 208 s.
Anikin V. (1977) Russian folk tale: materials for teachers. Moscow: Prosveshenie.
Braude, L. (1997) To the story of the term “literary fairy tale”. USSR: Izvestiya AS.
Braude L.U. K istorii ponyatiya “literaturnaya skazka” / L.U. Braude. - Izvestiya AN SSSR. Ser. lit. i yaz. - T. 36. № 3. - 1997. - S. 71-268.
Browning-Wroe J., Sherrill B. Flora M.S. The Best Storytelling Book Ever! Key Education Publishing (January 4, 2010)

Browning-Wroe J., Sherrill B., Flora M.S. (2010) The Best Storytelling Book Ever! Minneapolis, MN: Key Education Publishing.

Ciornei, S. I., Dina, T. A. Authentic text in teaching English. The 6th International Conference Edu World 2014 “Education Facing Contemporary World Issues”, 7th - 9th November 2014
Dolnikova, R. (1975) Teaching children English speaking in a kindergarten (Published doctoral dissertation). Leningrad, Russia.
Dolnikova, R. A. Obuchenie detei angliyskoy rechi v detskom sadu: (Vidi uprazhneniy): diss. kand. ped.nauk. / Dolnikova Raisa Arkadievna. - L.: 1975. - 254 s.

Galskova N.D, Gez N.I. Teoriya obucheniya inostrannym yasikam. Lingvodidaktika i metodika / N.D. Galskova, N.I. Gez. - M.: Izdatelstkiy center “Academia”, 2006. - 336 s.

Galskova, N., Gez. N. (2006) Theory of teaching foreign languages. Linguodidactics and methodology. Moscow: Publishing center “Academia”.
Khaleeva I.I. Osnovy teorii obucheniya ponimaniu inoyazichnoy rechi: autoref. diss.
1.3 The problems of teaching vocabulary
ocabulary is knowledge of words and word meanings. However, vocabulary is more complex than this definition suggests. First, words come in two forms: oral and print. Oral vocabulary includes those words that we recognize and use in listening and speaking. Print vocabulary includes those words that we recognize and use in reading and writing. Second, word knowledge also comes in two forms, receptive and productive. Receptive vocabulary includes words that we recognize when we hear or see them. Productive vocabulary includes words that we use when we speak or write. Receptive vocabulary is typically larger than productive vocabulary, and may include many words to which we assign some meaning, even if we don’t know their full definitions and connotations - or ever use them ourselves as we speak and write (Kamil & Hiebert, in press).further complexity, in education, the word vocabulary is used with varying meanings. For example, for beginning reading teachers, the word might be synonymous with "sight vocabulary," by which they mean a set of the most common words in English that young students need to be able to recognize quickly as they see them in print. However, for teachers of upper elementary and secondary school students, vocabulary usually means the "hard” words that students encounter in content area textbook and literature selections [3, p.225].purposes of this booklet, we define vocabulary as knowledge of words and word meanings in both oral and print language and in productive and receptive forms. More specifically, we use vocabulary to refer to the kind of words that students must know to read increasingly demanding text with comprehension. We begin by looking closely at why developing this kind of vocabulary is important to reading comprehension.a person wants to say something, read something, listen to something, be something then he needs to have a great vocabulary. That is the bottom line of the story.vocabulary requires nurturing a clear understanding of words to know what is actually being said. Students need to be able to carry this knowledge over into the real world in phrases and sentences. Merely repeating words like a parrot will not assist them in what they're trying to say.we merely throw a series of words at students and expect them to stick, then we have taught them virtually nothing. We have to find meaning behind each word so that they can fit them together and build sentence structure (grammar) and therefore create complete thoughts and expressions.Lado (1955) talked about patterns of difficulty in vocabulary teaching. He highlighted key issues related to words, the native language factor and about patterns. He even analyzed Spanish, French and Mexican patterns of difficulty in their respective vocabulary items. He stated that while dealing with vocabulary one should take into account three important aspects of words - their form, their meaning and their distribution - and one should consider various kinds of classes of words in the function of the language. He said that the forms, meaning distribution and classification of words are different in different languages. He revealed that these differences might lead to vocabulary problems [23, p.23].is the knowledge of words and word meanings. As Steven Stahl (2005) puts it, "Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world." [22, p.150]is simply the ability to know the meaning of words and use those words in context.truth is, and the research shows, students need multiple and various exposures to a word before they fully understand that word and can apply it. They need also to learn words in context, not stand alone lists that come and go each week. Of course the way we learn words in context, or implicitly, is by reading, then reading some more.knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies.to Michael Graves, there are four components of an effective vocabulary program: - wide or extensive independent reading to expand word knowledge - instruction in specific words to enhance comprehension of texts containing those words - instruction in independent word-learning strategies, and - word consciousness and word-play activities to motivate and enhance learning [28, p.70]. Components of vocabulary instruction:was concluded that there is no single research-based method for teaching vocabulary. It is recommended using a variety of direct and indirect methods of vocabulary instruction. - Intentional vocabulary teaching - Specific Word Instruction - Selecting Words to Teach - Rich and Robust Instruction - Word-Learning Strategies - Dictionary Use - Morphemic Analysis - Cognate Awareness - Contextual Analysis The explicit instruction of vocabulary is highly effective. To develop vocabulary intentionally, students should be explicitly taught both specific words and word-learning strategies. To deepen students' knowledge of word meanings, specific word instruction should be robust. Seeing vocabulary in rich contexts provided by authentic texts, rather than in isolated vocabulary drills, produces robust vocabulary learning. Such instruction often does not begin with a definition, for the ability to give a definition is often the result of knowing what the word means. Rich and robust vocabulary instruction goes beyond definitional knowledge; it gets students actively engaged in using and thinking about word meanings and in creating relationships among words.shows that there are more words to be learned than can be directly taught in even the most ambitious program of vocabulary instruction. Explicit instruction in word-learning strategies gives students tools for independently determining the meanings of unfamiliar words that have not been explicitly introduced in class. Since students encounter so many unfamiliar words in their reading, any help provided by such strategies can be useful [5, p.351].learning strategies include dictionary use, morphemic analysis, and contextual analysis. For students whose language shares cognates with English, cognate awareness is also an important strategy. Dictionary use teaches students about multiple word meanings, as well as the importance of choosing the appropriate definition to fit the particular context. Morphemic analysis is the process of deriving a word's meaning by analyzing its meaningful parts, or morphemes. Such word parts include root words, prefixes, and suffixes. Contextual analysis involves inferring the meaning of an unfamiliar word by scrutinizing the text surrounding it. Instruction in contextual analysis generally involves teaching students to employ both generic and specific types of context clues.Pavicic dealt with a way to improve students' abilities to explore, store and usage of vocabulary items. He determined the role of vocabulary teaching and how a teacher could help their learners. He laid emphasis on self initiated independent learning with strategies, in which formal practices, functional practices and memorizing could be included. He said that the teacher should create activities and tasks to help students to build their vocabulary and develop strategies to learn the vocabulary on their own [18, p.49].