The ministry of higher and secondary specialised education of uzbekistan

Table 9. Differences in the word notion

Relationships between notions	Uzbek	English	Spanish	Deutch	French	Russian
Fully the same	Suv	water	agua	wasser	eau	вода
Partly	qo’l	1.arm 2.hand	1.brazo 2.mano	1.arm 2.hand	1.bras 2.main	рука
Fully different	Shanbalik	Lunch	Siesta	Herr	Grand dejeneur	Субботник

While introducing new vocabulary fully same words are translated, partly same words are introduced with word compositions, different words are given definitions. Words are very complicated with their meaning, material side (phoneme, morpheme, and grapheme) and expresses connection between objects and circumstance (its denotations). Pay attention to the following examples:

Uzbek	English	Spanish	Deutch	French	Russian
Bormoq kelmoq	Go come	Ir verir	Geher commen	Ailer venir	Идти

It can be clearly seen from the table that infinitive in Uzbek and other foreign languages have its significant but in Russian there is not significant of infinitive, it can be expressed in the context.

Associative communication is very important while remembering and using new words. There are five types of associative communication: 1. synonyms; 2. antonyms; 3. equally related: table-chair (furniture); 4. widening of the meaning: table-furniture, apple-fruit; 5. connection of notions: illness-death (reason-effect), soldier-army (part of entirety).
Methodic preparation of new vocabulary is done in two stages. First is a methodical process prepared by Methodist that the teacher should know. In this stage words are chosen, methodically arranged, and included in manuals. After static stage the next dynamic stage is done.
The term “choice” is widely spread in methodic. The phenomenon of making microsystem for learning of a pupil from language macrosystem according to certain scientific criteria is called a Methodical choice. A Methodist chooses lexicon using the following methodical terms: “resource of choice”, “criterion of choice” and “unit of choice”. “Resource of choice” means choosing lexical minimum from the language system. Linguistic minimum is usually chosen from the speech. Particularly active (productive) minimum is chosen from dialogues, fictions or from the daily speech models. Passive (receptive) minimum on the contrary, is chosen from the terms. Active (productive) vocabulary is used in oral speech, passive (receptive) is in written. Active (productive) minimum of foreign language in schools include approximately 1000-1200 words. Passive (receptive) vocabulary is chosen based at the active (productive) minimum.
Frequent, widespread and available words are chosen according to “choice criterion”.
Combinability, derivatibility, polysemy, stylistically neutral and usage in making sentences belong to the next criterion.
The process of vocabulary acquisition has certain “laws” of its own. The first encounter with the word is sometimes more important than its frequency in exercises. That is why it is essential to “prime the word”, i.e. to prepare the learners for the encounter with the new word through activation of prior knowledge and creating the necessity of using the word. Development of vocabulary in mind depends on the complexity of the concepts that are expressed with the help of words, because words with a concrete meaning are acquired easier and sooner than abstract ones. Learners acquire separate meanings of a word. First they acquire one component of meaning and then another. Basic terms (e.g. potato) are learned before superordinate words (vegetables). The storage of words in memory depends on the depth of meaning processing. The deeper learners get the meaning of the words in examples and associations, the stronger memory traces will be. Receptive skills come before productive skills and the learners find it easier first to understand a word and then to use it. The knowledge of a vocabulary item comes before the knowledge of a vocabulary collocation, i.e. the learners first acquire words and then learn how to combine them in collocations. Words are best remembered in their situational context (combination with other words) yet situation­al context can limit the potential use of the words to particular situations only. In a motivating activity the word is remembered the best. Motivat­ing activities are more important than continuous repetitions.
­ In conclusion we can say that there is three-phase framework of teaching vocabulary. They can be broken down into three phases such as pre-activity, while-activity and post-activity (Table 10).