teaching vocabulary to a1 level students

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the ministry of higher and secondary special education of the republic of uzbekistan termiz state university foreign philology faculty the department of foreign language and literature course paper in teaching languages methodology and educational technologies teaching vocabulary to a1 level students done by: mohira shermuhammatova group 306 scientific supervisor: sariyeva z. tashkent – 2021 “тасдиқлайман ” инглиз тили ва адбиёти кафедраси мудири: ш.жабборова “_______”____________________2021 й “тиллар ўқитиш методикаси ва таълим технологиялари” фанидан курс ишини бажариш бўйича топшириқ талаба:_________________________________________________________ курс ва гуруҳ:____________________________________________________ курс иши раҳбари:_________________________________________________ топшириқ бериш санаси:__________________________________________ тавсия этилган адабиётлар:_______________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ курс иши таркиби(боб, бўлим, параграф):___________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ қўшимча вазифа ва кўрсатмалар:__________________________________ ________________________________________________________________ ________________________________________________________________ курс иши бажаришнинг календарь режаси ҳафталар қисмлар 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 курс иши режаси кириш асосий қисм хулоса адабиётлар иловалар расмийлаштириш текшириш ҳимоя топшириш раҳбар _________________ theme: teaching vocabulary to a1 …

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some basic criteria about the scale of vocabulary of students in elementary classes……………………………………………….……………….…..…..……4 2. choosing words to be learned in an english language-learning programme…………………………………………………………………………9 3. vocabulary learning activities in beginner classes…….…………….…….14 conclusion………………………………………………………………….22 references………………………………………………………………….23 introduction the treasury of language instruction is methodology. in methodological units, originality of tradition, and teaching, there is a representation of the nation's heritage. it frequently has a vibrant teaching personality. the subject matter of this qualification paper is that in relation to other levels of vocabulary, methodology as a discipline shows peculiarities in methodological units of language. it also investigates innovations, structural-grammatical, expressive-stylistic properties of methodological units, peculiarities of their use, and the origins and methods for filling up the language's methodological foundation. the object of this qualification paper is devoted to study the role of the methodological unit in language teaching and its use as an educational technology. the actuality of the qualification paper is …

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results of the qualification paper. 1. some basic criteria about the scale of vocabulary of students in elementary classes both first (l1) and second (l2) language educators and researchers agree that mastering vocabulary is of great importance in one’s becoming a mature language user. although learning vocabulary in a l1 and l2 is not fundamentally different, one of the important ways in which l1 and l2 vocabulary learning does differ is the rate of vocabulary growth. in the l1 learning context, the amount of regular input is immense allowing for much of vocabulary to be learnt incidentally. in contrast, the smaller amount of regular input in the l2 context means that the opportunities for learning new vocabulary items are limited, with relatively few words being acquired incidentally. it is, thus, hypothesised that teachers have the greatest inﬂ uence on the quality and quantity of l2 vocabulary learnt by efl learners. …

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es to use the language outside the classroom (insufﬁcient output), teaching methods used (communicative language teaching vs. grammar-translation method), amount of time dedicated to the english language in general, amount of time dedicated to vocabulary learning in particular, and so on. by and large, studies have shown that english vocabulary knowledge and learning rates in the efl context fall far short of what is considered to be a norm in the l1 context. for example, nurweni and read investigated the english vocabulary knowledge of ﬁrst-year university students in the indonesian efl context. they found that after six years of formal english language instruction, on average, the learners knew 1226 english words (986 words, or just under 50 %, of the general service list and 240 words, or 30 %, of the university word list. given that l2 learners of english are thought to require 4000–5000 words to be able read …

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ad a mere 2–6 h of english per week). the authors found that those with less exposure to english learnt signiﬁcantly fewer words (some learnt as few as 18 words in one year), while the learners with greater exposure learnt as many as 430 words in one year. perhaps, most disappointingly, the study revealed that after nine years of english language instruction, less than half of all the learners had mastered the words in the ﬁrst 1000 word families. more disappointingly still, only 16 % of the learners had mastered the words in the second 1000 word families. similar to nurweni and read, webb and chang highlighted the need to speciﬁcally focus on the high-frequency words, that is, those in the ﬁ rst and second 1000 word families. according to nation, one of the ways of deciding on vocabulary learning goals in an english language-learning programme is to look at …

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the ministry of higher and secondary special education of the republic of uzbekistan termiz state university foreign philology faculty the department of foreign language and literature course paper in teaching languages methodology and educational technologies teaching vocabulary to a1 level students done by: mohira shermuhammatova group 306 scientific supervisor: sariyeva z. tashkent – 2021 “тасдиқлайман ” инглиз тили ва адбиёти кафедраси мудири: ш.жабборова “_______”____________________2021 й “тиллар ўқитиш методикаси ва таълим технологиялари” фанидан курс ишини бажариш бўйича топшириқ талаба:_________________________________________________________ курс ва гуруҳ:____________________________________________________ курс иши раҳбари:_________________________________________________ топшир...

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