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

1.2. Vocabulary teaching to A2 level learners.
Recent research indicates that teaching vocabulary may be problematic because many teachers are not confident about the best practice in vocabulary teaching and at times do not know where to begin to form an instructional emphasis on word learning [Berne, J. I. & Blachowicz, C. L. Z. 2008]. Teaching words is a crucial aspect in learning a language as languages are based on words. It is almost impossible to learn a language without words; even communication between human beings is based on words. Both teachers and students agree that acquisition of the vocabulary is a central factor in teaching a language. Teaching vocabulary at secondary schools is one of the most discussed parts of teaching English as a foreign language. When the teaching and learning process takes place, problems would appear to the teachers. They have problems of how to teach secondary school students in order to gain satisfying results. The teacher should prepare and find out the appropriate techniques, which will be implemented to the students. A good teacher should prepare himself or herself with various and up-to-date techniques. Teachers need to be able to master the material in order to be understood by students, and make them interested and happy in the teaching and learning process in the classroom.
The teachers should be concerned that teaching vocabulary is something new and different from student’s native language. They also have to take into account that teaching English for young learners is different from adults. The teachers have to know the characteristics of his\her learners. They moreover need to prepare good techniques and suitable material in order to gain the target of language teaching.
Commonly, there are several techniques concerning the teaching of' vocabulary. However, there are a few things that have to be remembered by most English teachers if they want to present a new vocabulary or lexical items to their students. It means that the English teachers want students to remember new vocabulary then it needs to be learnt, practiced, and revised to prevent students from forgetting. Techniques employed by teachers depend on some factors, such as the content, time availability, and its value for the learners [Takač, V. P., & Singleton, D. 2008]. This makes teachers have some reasons in employing certain techniques in presenting vocabulary. In presenting one planned vocabulary item, the teacher usually combined more than one technique, instead of employing one single technique. Teachers, furthermore, are suggested to employ planned vocabulary presentation as various as possible [ Pinter, A. (2006].
Although extensive study has been done on vocabulary acquisition, training, and assessment, there is little consensus on which and how many words are required to speak successfully at various competence levels. Vocabulary learning should be both quantitative and qualitative, concentrating on how words are utilized pragmatically rather than just increasing the amount of words a learner learns. For example, in many languages, "hair" is plural, but in English, it uses the singular uncountable verb form, thus students must learn this so that they do not produce improper phrases like "He has curly hair."
Teaching is a job that involves a blend of art, science, and skill. It is an art since it relies on the teacher's inventiveness in creating the finest possible learning environment and activities for his or her students. It is a science because it is a system, an organized set of ideas and procedures used by teachers in carrying out their primary responsibilities: preparing a lesson, implementing the plan in the classroom, and evaluating the activities' outcomes. Teaching, according to Brown (2004), is "showing or assisting someone in learning how to do something, giving directions, directing in the study of something, supplying knowledge, causing to know or comprehend." Base on the definition above, the writer can conclude that the meaning of teaching is a process of a transferring knowledge from someone to another one in order to make people know or gain knowledge about something
Teaching vocabulary can be difficult, according to a recent study, because many teachers are unsure of the best practices in vocabulary education and, at times, are unsure where to begin developing an instructional emphasis on word learning [Berne, J. I. & Blachowicz, C. L. Z. 2008]. Teaching words is an important component of learning a language because languages are founded on words. Without words, it's practically impossible to acquire a language; even human communication relies on them. According to both teachers and students, learning vocabulary is an important part of teaching a language. Teaching vocabulary in secondary schools is one of the most contentious areas of teaching English as a foreign language. During the teaching and learning process, teachers will face challenges. They're having trouble teaching secondary school students in a method that yields good results. The teacher should prepare ahead of time and research appropriate methods for working with the students. A good teacher should be familiar with a variety of modern teaching techniques. In order for students to understand the topic and get interested and excited about the teaching and learning process in the classroom, teachers must be able to master it.
Teachers should be aware that teaching vocabulary is a fresh and unusual experience for pupils who do not speak the language natively. They must also take into account the fact that teaching English to children differs from teaching English to adults. Teachers must be familiar with their pupils' characteristics.
There are variety of ways that are regularly used to teach vocabulary to A1level learners. When it comes to introducing new vocabulary or lexical items to their students, most English teachers must keep a few things in mind. It means that if English teachers want pupils to recall new vocabulary, it must be learned, practiced, and revisited so that they do not forget. Teachers' techniques are influenced by a variety of elements, including the content, time constraints, and the value of the material to students [Taka, V. P., & Singleton, D. 2008]. As a result, teachers have certain justifications for using specific vocabulary presentation approaches. Instead of using just one strategy to communicate one planned vocabulary item, the teacher frequently mixed several techniques. Teachers, furthermore, are suggested to employ planned vocabulary presentation as various as possible [ Pinter, A. (2006].
The followings are some techniques of teaching vocabulary to A2 level learners as proposed by some experts.