CONCLUSION
Methods and approaches in English lessons in vocabulary teaching are studied
from the past to the present along with their application and how they can be best
used functionally in lessons. Throughout our research, we have concluded that
vocabulary learning strategies evoke positive emotions, and some of them develop
students ’social self-esteem. Positive emotions and high social self-esteem lead to
more use of different learning strategies. As teachers, we are constantly on the
lookout to work on the socio-emotional development of our students. By
developing a sense of social self-esteem in what they have learned lexically, they
expand their vocabulary knowledge and develop self-acceptance and confidence.
Content connects real-life situations with their feelings, beliefs, needs, values, and
experiences. Students are encouraged to explore their positive qualities through
social self-esteem and introspection, self-discovery, and learning unfamiliar words
that emphasize their strengths. were observed. Learning unfamiliar words in a
positive and convincing way is another thing that draws our attention to a positive
approach to new situations. Positive social self-esteem is a necessary condition and
outcome of their academic success.
It was concluded that the lower the age, the higher the perception of a positive school image, and that positive school perception is positively associated with social self-esteem as well as active experimentation. Students can develop effective communication skills with people from different cultures and improve their social self-esteem in a moderately positive relationship with intercultural sensitivity. According to their completed theory, this means that there is a moderate correlation between the aspects of social self-esteem and intercultural sensitivity, which confirms the same finding, which is positively related to the study of vocabulary . It can be said that a learning experience based on concrete experience is positively associated with active experimentation, which means that students who are open to positive perceptions and evaluation have higher social self-esteem and are more likely to experience and concludes that it will be more open to experiments. active experience. Positive emotions and high social self-esteem encourage more active learning styles.
Similarly, vocabulary learning strategies produce positive emotions and there is a
positive correlation between these two variables which means the learners ’own
attitudes towards themselves and enjoying themselves with what they are doing
with encouragement and aspiration actually. When the learners are emotionally
involved in the vocabulary learning process, their social self-esteem and
actualization have been observed to be in a positive correlation. Learners are seen
prone to finding something addressing to their own self-actualizing themselves in
what they are learning in our study. The kind of emotions involved prompt their
behavioral tendencies aimed at themselves with their learning styles and social
self-esteem. Hence; self-esteem connected to their way of learning style is the
evaluative perception of the learner receiving personal satisfaction in vocabulary
learning of L2.
In short, in order to learn any language, you must have a dictionary, and it is
impossible to learn English without this dictionary. At present, the interest in
English in middle-aged children is very high, but at the moment In Uzbekistan,
English and other teachers do not work in schools due to low salaries and go
abroad. As a result, students in Uzbekistan are not interested in learning English,
and there are other reasons.
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