СЛОВАРНЫЙ ЗАПАС В ОТНОШЕНИИ УЧАЩИХСЯ НАЧАЛЬНОЙ ШКОЛЫ

Аннотация

This article discusses the significance of reading for pleasure in order to acquire vocabulary. It also discusses how children pick up new words when they are explicitly taught them, as well as how they pick up new terms accidentally through extensive reading and other language-rich activities. Certain terms can be thoroughly taught to kids, giving them the knowledge, they require to understand what they read. For the purpose of expanding their vocabulary, students who do not read independently must receive this direct instruction. Key words: mnemonics, cognitive depth, acquisition, fluent language, researcher, to be concerned about, and to be maintained refreshed. It is widely acknowledged that vocabulary plays a crucial role in language learning. It is clear that vocabulary is essential to effective communication in any language, both in terms of comprehension and interaction. Nonetheless, there has been an increase in interest in the shift toward the acknowledgment of the significance of lexical competence in the learning of second and/or foreign languages. Researchers studying foreign language acquisition have come to understand that the lexical dimension plays a crucial, if not pre-conditional, role in fluent language use and utilization across all skill levels. It can be argued that students whose target vocabulary is too little to achieve 95% coverage fail to comprehend the texts at a sufficient level. Additionally, Ellis has demonstrated that learning vocabulary is essential to learning grammar. In other words, by being able to comprehend the discourse presented in a book, learners are able to have a clearer understanding of the grammatical patterns. That is to say, knowing the words in a text allows learners to understand the discourse, which in turn allows the grammatical patterning to become more transparent. In this sense too, Ellis underlines the critical importance of developing an adequate lexical approach since learners’ skills in using the language is heavily dependent on the number of words they know, particularly in the early stages of 493 “JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN” JURNALI VOLUME 2, ISSUE 5, 2024. MAY ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869 learning a foreign language. Learning vocabulary is a complex process in which the learner needs to acquire both the form and the variety of meanings of a given lexical item. An efficient language teacher can use selected vocabulary activities or can use integrated activities. All this depends upon ability and level of understanding and interest of the learners. There is no sure-fire remedy or method to enhance vocabulary in a day or two. A student's vocabulary bank can be enriched on a gradual basis and one should always show keen interest and enthusiasm in finding, learning and understanding new words. However, many theories about vocabulary learning process were written, it still remains the matter of memory. Thus, there are several general principles for successful teaching, which are valid for any method. The principles are: - aim – what is to be taught, which words, how many - need – target vocabulary should respond students’ real needs and interests - frequent exposure and repetition - meaningful presentation – clear and unambiguous denotation or reference should be assured Learning vocabulary is a complex process. The students’ aim to be reached in learning vocabulary process is primarily their ability to recall the word at will and to recognize it in its spoken and written form. Generally, knowing a word involves knowing its form and its meaning at the basic level. In deeper aspects it means the abilities to know its: 1) Meaning, i.e. relate the word to an appropriate object or context 2) Usage, i.e. knowledge of its collocations, metaphors and idioms, as well as style and register (the appropriate level of formality), to be aware of any connotations and associations the word might have 3) Word formation, i.e. ability to spell and pronounce the word correctly, to know any derivations (acceptable prefixes and suffixes), 4) Grammar, i.e. to use it in the appropriate grammatical form. How words are remembered? Unlike the learning of grammar, which is essentially a rule-based system, vocabulary knowledge is largely a question of accumulating individual items. The general rule seems to be a question of memory. And during the process of teaching and learning vocabulary an important problem occurs: How does memory work? 494 “JOURNAL OF SCIENCE-INNOVATIVE RESEARCH IN UZBEKISTAN” JURNALI VOLUME 2, ISSUE 5, 2024. MAY ResearchBib Impact Factor: 8.654/2023 ISSN 2992-8869 Researchers into the workings of memory distinguish between the following systems: − short– term store – working memory – long– term memory Short-term store is the brain capacity to hold a limited number of items of information for periods of time up to a few seconds. It is the kind of memory that is involved in repeating a word that you have just