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

Vocabulary problems
From the perspective of a child.
"I hate reading!" or "This is stupid!" are common expressions used by children to express their dissatisfaction and challenges. But, if they could, youngsters may say something like this to indicate how their vocabulary problems impair their reading:

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  I overheard my friend describe what happened in the movie, but I didn't really comprehend what he said.
  
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  In my writing, I feel like I use the same words over and over again.
  
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  I don't like reading by myself since I don't understand a lot of the words.
  

From the perspective of a parent
Here are some indicators that a child's vocabulary may be causing problems for him or her:

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  She is unable to tell about her her day.
  
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  She makes grammatical errors.
  
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  He doesn't connect words from one book to words from another or from real life.
  
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  He's often not able to find the right word to describe something
  

From the prospective of a teacher:
Here are several indicators for teachers that a student's vocabulary may be causing him or her problems:

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  She has a lot of questions regarding the meanings of a number of words in a text that is appropriate for her grade.
  
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  His vocabulary appears to be limited.
  
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  She can't create connections between words in different texts.
  
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  He has a hard time finding the perfect term to explain things.
  

Some challenges of teaching vocabulary
Using appropriate activities in classes helps teachers to avoid different challenges during the lessons. While teaching vocabulary teachers should pay attention following characteristics of learners and try to avoid them.
Vocabulary activities will be remembered and powerfully linked to a concept. Developing an activity for a minor concept could give students the wrong perspective on the goals of the course. A poorly designed activity could enhance a misconception. It is suggested that any limitations of the activity be pointed out during or after the activity.
Many students are not accustoming to leaving their seats and participating in an activity. It is possible that some students will feel uncomfortable. It is best to start with low-stakes activities.
It is not clear how vocabulary learning will translate to large class sizes.