Nistry of higher education,science and innovations of the republic of uzbekistan denau institute of entrepreneurship and pedagogy philology faculty

Kurs ishining ijobiy tomonlari: ________________________________________
__________________________________________________________________


Kurs ishining kamchiliklari: __________________________________________
__________________________________________________________________
Kurs ishiga qo‘yilgan baho: ______________
Kurs ishiga rahbari: _____________ Tog'aymurodov D.D

CONTENTS
I.INTRODUCTION…………………………………………3
II.BODY.
1.Teaching English vocabulary………………………………7
2.The importance of traditional clothes……………………...16

3. Instruction for English language learners………………....26

III.CONCLUSION…………………………………………..33

IV.REFERENCES……………………….…………………..34

APPENDIX…………………………………………………..38

I.INTRODUCTION.
Vocabulary learning is very important for people who learn English both as foreign language and as second language. Tozcu and Coady (2004: 473) point out learning vocabulary is an important aspect of language two and foreign language acquisition and academic achievement and is vital to reading comprehension and proficiency, to which it is closely linked. Vocabulary is also an essential skill for learning to read, speak, write and listen. Without sufficient vocabulary, people cannot communicate and express their feeling both in form of spoken and written effectively. The more people master vocabulary the more they can speak, write, read and listen as they want. Wilkins in Thornbury (2004: 13) states that without grammar very little can be conveyed, without vocabulary nothing can be conveyed. It means that even someone has good grammar but it will be useless if they do not know many vocabularies. In addition, it is supported by Ur (1996: 60) that vocabulary is one of important things to be taught in learning foreign language because it will be impossible to speak up without variety of words. The age of students is a major factor in our decision about how and what to teach. People of different ages have different needs, competences and cognitive skills. Young children acquire much of a foreign language through play, whereas adults have a greater use of abstract thought. (Harmer, 2005, p.37) As one year of age makes a huge difference among children, the generalizations made for young learners may need more detailed analysis and some sub categorization. Although different sources classify young learners taken into account different ages or grade levels, the following grouping reflects the EFL teaching environment and the learners of English in primary education: 1. Very young learners – age: 3 – 6 years old; grade: preschool education 2. Young learners – age: 7 – 10 years old; grade: 1st – 4th grade 3. Older/Late young learners – age: 11 – 12 years old; grade: 5th – 6th grade According to Cameron (2001:73) “Vocabulary is about learning words, children are not only expected to know the word but also they have to know what the meaning of that word.” Vocabulary learning to young learners is relatively easy as the words they need are concrete – things they can see, touch, taste, play with etc.; so it easy for the meaning of the words to be made apparent without resorting to translation or complicated explanations. How better to teach the word ‘apple’ than to show the children an apple or a picture of an apple or teaching some basic emotion words, like happy, angry, sad, etc., by making faces? They really like it and tend to keep in mind easier the words this way, rather than hearing the translation in their mother tongue.