some problems of teaching synonyms

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ministry of higher education, science and innovations of the republic of uzbekistan samarkand state institute of foreign languages course work theme: about some problems of teaching synonyms scientific supervisor: dilafruz giyasova done by: sitora hazratova group: 337 samarkand -2023 contents introduction 3 chapter i. the effect of teaching english synonyms through data-driven learning (ddl) 1.1. why we need synonyms? 5 1.2. what is data-driven learning (ddl)? 11 1.3. teaching vocabulary through ddl 13 1.4. instructional treatment-innovation. 16 small conclusion for chapter 1 18 chapter ii. effectiveness of corpus in teaching english synonyms 2.1. corpus-based study on english synonyms 19 2.2. synonymy is a concept in the field of lexicography 21 small conclusion for chapter 2 27 conclusion 28 the list of used literature 30 introduction vocabulary is an important part of language learning and teaching. student sometimes are considered to have reading problems when in fact they have vocabulary problems …

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alized word knowledge as the ability to understand the form of a word while listening or reading, which means receptive knowledge, and the ability to appropriately use the written and spoken form, which means the productive knowledge. he extended the elements of knowledge in to three wider concepts: form, meaning, and use. moreover, words are relatively easy to learn, and indeed all of us go on learning them all forever. they are also the least stable part of language. words come in to being, change their pronunciation and meanings, and disappear completely-all with comparative ease. yet it is true that the vocabulary is the focus of language. it is in words that sounds to e and meanings, interlock to allow us to communicate with one another, and it is words that we arrange together to make sentences, conversation, and discourse of all kinds. thus we have a paradox in that …

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learn every synonym and all synonyms cannot be used interchangeably in every context. the corpus-based approach of language analysis is more reliable as it is based on empirical data to assist language teachers and researchers to find differences in the use of language. albader affirms the suitability of corpus analysis to understand the similarities and differences between apparently similar and interchangeable words. the corpus-based analysis helps to identify more specific criteria and suggestions for the usage of these words. therefore, this research study aims to investigate synonym reach and arrive in british national corpus by analyzing the major similarities and differences between these two synonyms according to their sense/meanings, connotations, collocations and grammatical patterns. chapter i. the effect of teaching english synonyms through data-driven learning (ddl) 1.1. why we need synonyms? english is very rich of synonyms because of borrowing. therefore, we notice that many words have their latin-origin synonyms …

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ifferent styles, and there is a similar situation as in kid (informal), child (formal) and offspring (very formal), ( though not with quite the same stylistic characteristics, but differing rather in degrees of formality). 3. some words may be said to differ only in their emotive or evaluative meanings as in freedom and liberty; hide and conceal. 4. some words are collocationally restricted, i.e. they occur only in conjunction with other words as in pretty with weman and handsome with men; and rancid occurs with bacon or butter, addled with eggs or brains. 5. some words are close in meanings, or that their meanings overlap. there is, that is to say, a loose sense of synonymy. this is the kind of synonymy that is exploited by the dictionary-maker: direct, control, determine and require. criteria of synonymy: · notional criterion: synonyms are words of the same category of parts of speech …

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than learning a non-synonym .the present study was designed to determine whether learning synonyms for known second language (l2) words is easier than learning non-synonyms. the reason for this was not to advocate the teaching of synonyms but rather to improve our understanding of the vocabulary acquisition process. if words with known synonyms are learned more easily than words without known synonyms , learning new words would become easier as a learner's vocabulary size increases because more and more words are likely to have known synonyms. vocabulary difficulty would thus be affected by the amount of prior learning. learners with larger vocabularies would be able to learn words more easily than learners with smaller vocabularies because increased vocabulary knowledge would help to facilitate learning. laufer reported that synonymy is one of seven interlexical factors that can reduce the chances of vocabulary acquisition. she gave two reasons that synonyms may be …

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ministry of higher education, science and innovations of the republic of uzbekistan samarkand state institute of foreign languages course work theme: about some problems of teaching synonyms scientific supervisor: dilafruz giyasova done by: sitora hazratova group: 337 samarkand -2023 contents introduction 3 chapter i. the effect of teaching english synonyms through data-driven learning (ddl) 1.1. why we need synonyms? 5 1.2. what is data-driven learning (ddl)? 11 1.3. teaching vocabulary through ddl 13 1.4. instructional treatment-innovation. 16 small conclusion for chapter 1 18 chapter ii. effectiveness of corpus in teaching english synonyms 2.1. corpus-based study on english synonyms 19 2.2. synonymy is a concept in the field of lexicography 21 small conclusion for chapter 2 27 conclusio...

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