Xorazm ma’mun akademiyasi axborotnomasi – /2019 Ўзбекистон республикаси фанлар академияси минтақавий бўлими

REFERENCES: 
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foreign language classes // Russian foreign economic Bulletin. 2010. №. 8 (August). -Pp. 55-60. 
2. Smolyaninova O.G. Didactic possibilities of the case-study method in teaching students/ [Electronic resource]. 
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UDС 81-13 
METHODS FOR IMPROVING WORKING WITH THE DICTIONARY 
H. Muhammadiyeva, teacher, Namangan State University, Namangan 
 
Annotatsiya. Ushbu maqolada xorijiy tilni o’qitishda lug'at bilan ishlashni takomillashtirish 
metodikasi yoritib berilgan. 
Kalit so’zlar: metodika, lug’at, leksikografiya, chet tili. 
Аннотация. В данной статье освещена методика совершенствования работы с словарем 
в преподавании иностранного языка. 
Ключевые слова: методика, словарь, лексикография, иностранный язык. 
Abstract. This article highlights the methodology for improving the work with dictionaries in 
foreign language teaching. 

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XORAZM MA’MUN AKADEMIYASI AXBOROTNOMАSI –6(2)/2020  
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Keywords: methodology, dictionary, lexicography, foreign language. 
Vocabulary plays an important role in learning a foreign language. The set of words of a language 
makes up the vocabulary. Vocabulary as a leading component of speech communication acts in speech 
in interaction with grammar and phonetics. With the help of vocabulary, you can convey all the richness 
of a person's thoughts and feelings. Vocabulary must be assimilated in the system, which is related to 
the properties of the human brain to remember logically organized material, analyze, synthesize and 
generalize. From all this follows the need for a solid assimilation of the dictionary, which involves 
performing dictionary work.
The task of every teacher of English at the higher education is to develop the need for students to 
constantly refer to dictionaries, both in the classroom and when performing tasks independently. 
Meanwhile, in the practice of the higher education dictionaries have not yet become an urgent necessity 
as a mandatory educational material. For example, out of 150 students of group surveyed by us, only 30 
people use educational dictionaries, i.e. 20%. Working with the dictionary should be aimed at 
systematizing the learned vocabulary and actively using it in oral and written speech. When working 
with a dictionary, dictionary types play an important role. Educational lexicography appeared with the 
beginning of vocabulary and still exists and develops. There are two approaches to the development of 
educational lexicography. The first is the approach of V.G.Gak, who considered three periods: pre-
verbal, early vocabulary, and advanced lexicography.
The second is the approach of P.N.Denisov, who considered lexicography taking into account the 
history of culture, the social situation, the level of development of science, especially philosophy, 
Philology and linguistics. Previously, the functions of dictionaries were different-educational, reference, 
and systemizing. The term "educational dictionary" in lexicography in 1926 was used by E. D. 
Polivanov.
English-Uzbek and Uzbek-English dictionaries have their own history in Uzbekistan. The founder 
of the English-Uzbek and Uzbek-English dictionary is J.B.Storms. After independence, Uzbekistan 
developed the compilation of English -Uzbek and Uzbek-English educational dictionaries. The 
experience of lexicographers who create English-Uzbek and Uzbek-English educational dictionaries is 
enriched. The volume of published English-Uzbek and Uzbek-English educational dictionaries is 
increasing. The quality of these dictionaries is improving. In Uzbekistan, educational dictionaries are 
gradually being updated with new types of dictionaries: English-Uzbek and Uzbek-English alphabetic 
and thematic, phraseological, and minimum dictionaries. Bilingual English-Uzbek and Uzbek-English 
dictionaries perform an educational function. In these dictionaries, along with complexity, semantics of 
words becomes important.
The purpose of English-Uzbek and Uzbek-English educational dictionaries is word so that 
students can get a complete picture of it and understand it by ear. Lexicographers distinguish such types 
of educational dictionaries as:
the dictionary of antonyms-develops the mental ability to compare, find opposite signs in the 
phenomena of surrounding life;
the dictionary of synonyms-contributes to the correct choice of words from the synonymic series, 
the assimilation of its meanings; phraseological dictionary-helps you actively learn English. Arranged in 
alphabetical order by the first words;
a theme dictionary associated with the selection of words in topics. The reference thematic 
vocabulary can become overgrown with intertemporal words;
the dictionary of proverbs and sayings acts as a means of learning culture. The interpretation of all 
the realities included in each unit of expressions, etc., is given. The disadvantages of today's educational 
dictionaries are that they are mainly given direct translation and little attention is paid to figurative 
meanings, polysemicity, associativity of words and illustrations. Our experience has shown that for the 
effectiveness of working with a dictionary, it is necessary:
1. Students' knowledge of the alphabet by heart.
2. Knowledge of students about methods of word formation.
3. Students' knowledge of the meaning of words.
4. Understanding that synonyms do not always replace each other.

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