2–sho’ba ilg‘or xorijiy tajribalar, xalqaro baholash dasturi talablari orqali o‘qitish metodologiyasini takomillantirish

Real– world groups occur in the real world, such as countries, parts of body, etc.
Language–based groups draw on linguistic criteria as ways of grouping, for example, different parts of speech of a word family, words that have same prefix, sounds, etc.
Personalized groups use students’ own preferences as the basis for the groups. Might include grouping the words according the likes and dislikes, what htye often eat, don’t eat and etc. Making vocabulary personal helps to make it more memorable.
William E. Nagy (1988) in his research again looks into the issue of teaching vocabulary through definition. As he explains, usually the combination– looking the new words up in dictionaries, writing them down and memorizing. Another commonly used method– guessing from the context. Talking about Definitional Approach, Nagy says that traditionally students learn definitions or synonyms, but that only a surface level of the word knowledge. He explains the problem with the definitional method, that many definitions simply are not good, or that they are not accurate, or not always contain enough information which allow students to use words correctly. This way he explain that many students have problems while making sentences, as the definition alone doesn’t give information about how the words are used. About the Contextual Approach he also says that with them is that it seldom supplies the learner with the adequate information for the person who does not know the word, or hasn’t met before. As for me, I also think that this approach is a bit difficult or even inappropriate, because it is not always that teacher may provide the very useful context; or that students may think of another word, which by the meaning also fits the context, but not the synonym (or definition) of the unknown word. Rather Nagy suggest to combine all the methods, to combine the definitional with contextual than these taken in isolation. Another way to teach, he says, is Integration– to integrate the instructed words with the other knowledge. So, we have here not just independent facts, but sets of relationships, and understand the words relating to what we already know. This opinion supports the idea of Moran (1990). Here Nagy lists some methods:
Semantic mapping
Hierarchical Arrays
Linear arrays
Emphasis on Concepts (repetition, meaningful use
It is a representation of the relationship between the new words and the concepts associated with the topic. New vocabulary items are connected to words and ideas with which pupils are already familiar. Here also can be Venn diagrams, hierarchical arrays, and branching. Klein combined the hierarchical arrays and liner arrays under one field, while Nagy took them as separate. They support this method as, they believe that new words are presented in relation to others (already known), not in isolation, which raises better memorization and effective vocabulary growth. One more methods in this “relative” teaching of words is analogues. Analogues– use the principle of integration, focus not only on words but also on the mental operations that allow students to see conceptual relationship between words. Analogues require higher level thinking and help students develop and extend word meanings. Also he suggested the repetition, as the pupils need to use the word a number of times in order to “own” it; and again, to introduce the words in different contexts. For example: when students hear new words, while listening to the story or participate in the discussions, they are encouraged to use new words in talking about books, write own stories, so later through repetitive activities they claim ownership. Ways to repeated encounter with words are Synonym and antonym searches and Word games which bring out the fun of the language, and at the same time make people use the words.