O‘zmu xabarlari вестник нууз acta nuuz

Conclusion. In conclusion, the article "Words in 
Context: Enhancing Vocabulary through Reading and 
Writing" emphasizes the importance of vocabulary for 
academic and professional success. The article highlights the 
value of reading and writing as effective tools for enhancing 
vocabulary and provides a review of the literature on the role 
of reading and writing in vocabulary acquisition and use. The 
article's analysis and synthesis suggest that a combination of 
reading and writing strategies is likely to be the most effective 
approach to enhancing vocabulary. Furthermore, the article 
emphasizes the importance of context in vocabulary 
acquisition and use. It suggests that using words in context, 
whether through reading or writing, is key to developing a rich 
and nuanced understanding of vocabulary. The article also 
highlights the need for intentional and active efforts to build 
vocabulary through reading and writing. The strategies 
outlined in the article, such as active reading strategies, 
writing strategies, and incorporating vocabulary-building 
activities into daily routines and assignments, can be used to 
facilitate intentional vocabulary acquisition and use. Overall, 
the article underscores the importance of vocabulary for 
academic and professional success and provides useful 
insights into the mechanisms by which reading and writing 
can enhance vocabulary. The article's emphasis on context and 
intentional efforts to build vocabulary through reading and 

---

O‘zMU xabarlari Вестник НУУз ACTA NUUz
 
FILOLOGIYA 
1/5 2023 
- 330 -
writing has practical implications for educators and 
individuals seeking to improve their vocabulary skills. 
 
REFERENCES 
1. Beck I.L., & McKeown M.G. (2007). Increasing young low-income children's oral vocabulary repertoires through rich and 
focused instruction. The Elementary School Journal, 107(3), 251-271. 
2. Bolger D.J., & Zapata-Rivera D. (2017). Enhancing vocabulary learning through writing: A review of the literature. Journal 
of Writing Research, 9(1), 71-94. 
3. Graham S., & Hebert M. (2010). Writing to read: Evidence for how writing can improve reading. A Carnegie Corporation 
Time to Act Report. Washington, DC: Alliance for Excellent Education. 
4. Hudson T. (2007). Teaching second language reading. Oxford University Press. 
5. Milton J. (2009). Measuring second language vocabulary acquisition. Bristol, UK: Multilingual Matters. 
6. Nagy W., & Anderson, R. C. (2017). Learning words from context. Handbook of Reading Research, 5, 393-422. 
7. Nagy W., & Herman P. A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and 
instruction. In M. McKeown & M. Curtis (Eds.), The nature of vocabulary acquisition (pp. 19-35). Hillsdale, NJ: Lawrence 
Erlbaum Associates. 
8. Nation I. S. P. (2014). Learning vocabulary in another language (2nd ed.). Cambridge, UK: Cambridge University Press. 
9. Pulido D. (2004). Vocabulary learning in a second language: Person, task, context and strategies. TESL-EJ, 8(2), 1-18. 
10. Waring R., & Takaki M. (2003). At what rate do learners learn and retain new vocabulary from reading a graded reader? 
Reading in a Foreign Language, 15(2), 130-163. 
11. Zareva A. (2018). The benefits of writing in the ESL classroom. The Journal of Teaching English for Specific and 
Academic Purposes, 6(2), 291-303. 

---