The ministry of higher and secondary special education of the republic of uzbekistan termiz state university course work theme: approaches to teaching vocabulary

Reading Vocabulary

Reading is a key component in expanding one's vocabulary. Your vocabulary expands and develops as a result of reading. Reading vocabulary refers to the terms we pick up while reading a text. It's possible that we understand words through reading vocabulary even if we don't utilize it in conversation.

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  Writing Vocabulary
  

Writing vocabulary refers to the words we recover while expressing ourselves through writing. The words we can spell have a big influence on our writing vocabulary. We find it easy to express ourselves vocally, through facial expressions, or intonation, but our ability to write vocabulary is dependent on our vocabulary knowledge.

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  Final Vocabulary
  

The term 'Final Vocabulary' was introduced by Richard Rorty. Every person uses a collection, set, or group of words to justify their acts, views, and lives. The final vocabulary includes words used to express praise, hatred, deep feelings, hopes, and uncertainties, among other things.
The importance of learning vocabulary
Vocabulary is an important part of the reading process that helps a reader understand what they are reading. A reader cannot comprehend a work unless they are familiar with the meanings of the majority of the words. The majority of words are learned indirectly by students, through their daily interactions with oral and written language. Other terms are picked up through attentive instruction.
Because a restricted vocabulary in a second language impedes successful communication, vocabulary knowledge is frequently seen as a key tool for second language learners. Schmitt highlights the importance of vocabulary learning, stating that "lexical knowledge is crucial to communicative competence and the acquisition of a second language" [Schmitt, N. 2000].
Nation goes on to say that vocabulary knowledge and language use are complementary: vocabulary knowledge enables language use, and language use, in turn, leads to more vocabulary knowledge. The importance of vocabulary is demonstrated daily in and out the school. In classroom, the achieving students possess the most sufficient vocabulary.
Learning vocabulary items is important in all language skills (listening, speaking, reading, and writing) in English as a second language (ESL) and English as a foreign language (EFL). Furthermore, Rivers and Nunan suggest that acquiring a sufficient vocabulary is critical for successful second language use since we will be unable to employ the structures and functions we have learnt for understandable communication if we do not have a large vocabulary.
According to research, second language readers rely substantially on vocabulary knowledge, and a lack of that information is the most significant barrier to overcome for L2 readers. In production, when we have a meaning or concept that we wish to express, we need to have a store of words from which we can select to express this meaning or concept. ‘‘When students travel, they don’t carry grammar books, they carry dictionaries’. [Lewis, M. 1993] Many researchers argue that vocabulary is one of the most important-if not the most important- components in learning a language and foreign language curricula must reflect this. Wilkins states that:
‘‘There is not much value in being able to produce grammatical sentences if one has not got the vocabulary that is needed to convey what one wishes to say … While without grammar very little can be conveyed, without vocabulary nothing can be conveyed’.
On the other hand, vocabulary has been acknowledged as L2 learners’ greatest single source of problem [Meara, P. 1980]. This remark may possibly reflect that the open-endedness of a vocabulary system is perceived to be a cause of difficulty by learners. Another reason could be because, unlike syntax and phonology, vocabulary has no standards for learners to follow in order to acquire and increase their knowledge. In other words, it is unclear which rules apply to L2 vocabulary development or which vocabulary items should be learnt first. Oxford also claims that [Oxford, R. L. 1990] vocabulary is “by far the most sizeable and unmanageable component in the learning of any language, whether a foreign or one’s mother tongue, because of tens of thousands of different meanings” Despite these difficulties that language learners face in L2 vocabulary, they still have to deal with it in their examinations as ‘‘vocabulary has traditionally been one of the language components measured in language tests’’ Furthermore, many students view second language acquisition (SLA) as primarily a matter of learning vocabulary, thus they devote a significant amount of effort to remembering lists of L2 terms and rely on their bilingual dictionary as a primary communicative resource. As a result, language teachers and applied linguists are increasingly emphasizing the importance of vocabulary learning and looking for new strategies to promote it. Some of this study focuses on the ways that students use to learn vocabulary (VLS), which is what we're interested in.