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“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
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| bet | 409/539 | | Sana | 27.06.2024 | | Hajmi | 6,55 Mb. | | #265996 |
Bog'liq Maqola 3 (207-211-bet)“Ta’limda innovativ-kreativ texnologiyalarning qo’llanilishi, neyrolingvistik dasturlashning
amaliy asoslari” mavzusidagi xalqaro konferentsiya 2021-yil, 27-dekabr
446
Looking for interesting and effective ways of teaching and learning foreign
language vocabulary in accordance to time.
The problem:
We got used think that vocabulary is not the important
part of teaching vocabulary, it is obviously proved that
vocabulary ensures a successful start for personal knowledge..
Vocabulary learning strategies for auditory learners” Research
methods:
observation of the process of teaching and learning foreign languages at school,
generalization, method of comparison, studying and analyzing scientific literature,
method of processing and interpretation data, descriptive method.
Structure of the research: Research work consists of 3 main plans;
conclusion and recourses and references, the first theoretical part gives general
information about teaching vocabulary.
Nowadays it is widely accepted that vocabulary teaching should be part of
the syllabus, and taught in a well-planned and regular basis. Some authors argue
that vocabulary should be at the centre of language teaching, because ‘language
consists of grammatical lexis, not lexicalised grammar’.
1. The importance of teaching vocabulary
To know a language means to master its structure and words. Thus,
vocabulary one of the aspects of the language to be taught in school. The problem
is what words and idioms pupils should retain. It is evident that the number of
words should be limited because pupils have only 2-4 periods a week; the size of
the group is not small enough to provide each pupil with practice in speaking;
schools are not yet fully equipped with special laboratories for individual language
learning. The number of words pupils should acquire in school depends wholly on
the syllabus requirements. The later are determined by the condition and method
used. For example, experiments have proved that the use of programmed
instruction for vocabulary learning allows us to increase the number of the words
to be learned since pupils are able to assimilate them while working independently
with the programme.
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