“PEDAGOGS”
international research journal ISSN:
2181-4027
_SJIF:
4.995
www.pedagoglar.uz
Volume-8, Issue-4, April - 2022
210
Repeated Encounters with the Same Word
Students need to encounter vocabulary in various contexts in order to remember
it and to develop an understanding of the range of usage of a given word. vocabulary
words must be repeated in different contexts because contexts-of-use are associated
with different cognitive processes during language learning.
Receptive and Productive Vocabulary Knowledge
It distinguishes between receptive and
productive language knowledge, and
applies this specifically to vocabulary. It is important for an instructor to understand
what is involved in knowing a word at both of these levels. In order to know a word
receptively, it claims that the learner must:
-be able to recognize the word when it is heard;
- realize that the word is made up of different morphological parts and be able
to relate these parts to its meaning, e.g., "underdeveloped" = [under] + [develop] +
[ed];
- know the meaning of the word, and also know what the word means in the
particular context in which it has occurred; and
- understand the concept behind the word in order to be able to understand it in
a variety of contexts.
Similarly, productive knowledge implies that the learner must be able to
- properly pronounce the word;
- write the word and spell it correctly;
- produce the word to express its proper meaning; and
- correctly use the word in an original sentence.
When we consider what it means to know a word, it becomes apparent why
it is necessary to actively teach vocabulary and to recycle the same vocabulary item
in multiple contexts
