The approaches for English Vocabulary Learning

Abdykhalykova A.M, candidate of pedagogical science, associate professor

Kenjietay A. master student

L.N. Gumilyov Eurasian National University

Abstract:

The methods of English vocabulary learning could be so much for teaching, we want to research about which methods for vocabulary learning maybe more suitable, and the problem about how to use the methods to improve the vocabulary memorize.

Keywords: words, vocabulary, methods, teaching English.

Vocabulary is an important part of the English teaching process. It is supposed to be a very effective communicative device as it carries the highest level of importance within peoples´ verbal interaction. However, language itself is not only individual lexemes put together, but it is necessary to follow a set of grammar rules to assure correct comprehension of speaker’s intention. Therefore, vocabulary together with grammar rules acquisition plays significant role in foreign language teaching.

The first approach we want to introduce is translate and communicate, we think the communicate is more suitable for the learner who really want to use this language in general life, because grammar-translation vs communicative approach.

In recent years, there has been a major shift in perspective within the language teaching profession concerning the nature of what is to be taught. In simple terms, there has been a change of emphasis from presenting language as a set of forms (grammatical , phonological, lexical) which have to be learned and practiced, to presenting language as a functional system which is used to fulfill a range of communicative purposes, which is described as communicative competence [1].

The aim of this thesis is to present both attitudes, which are still widely used in foreign language education area. Each method is introduced concerning its principles and the advantageous place for practical application is elicited [2]. The grammar-translation method of foreign language teaching is one of the most traditional methods, dating back to the late nineteenth and early twentieth century. It was originally used to teach 'dead' languages (and literatures) such as Latin and Greek [3]. However, conscious learning of grammar is no longer the leading strategy in language educating area.

The communicative approach is an umbrella term to describe the methodology which teaches students how to communicate efficiently. It also lays emphasis on student’s responsibility for their own learning. It involves cooperation within group, self-activity, and dictionary work [4].

Classic Communicative Language Teaching.

In the 1970s, a reaction to traditional language teaching approaches began and soon spread around the world as older methods such as Audiolingualism and Situational Language Teaching fell out of fashion. The centrality of grammar in language teaching and learning was questioned, since it was argued that language ability involved much more than grammatical competence. While grammatical competence was needed to produce grammatically correct sentences, attention shifted to the knowledge and skills needed to use grammar and other aspects of language appropriately for different communicative purposes such as making requests, giving advice, making suggestions, describing wishes and needs, and so on. What was needed in order to use language communicatively was communicative competence. This was a broader concept than that of grammatical competence, and as we saw in Chapter 1, included knowing what to say and how to say it appropriately based on the situation, the participants, and their roles and intentions. Traditional grammatical and vocabulary syllabuses and teaching methods did not include information of this kind.

“Translation seems to be a useful tool if used sparingly, but it should be used with caution”[5]. If teachers rely on the use of translation to excess, students are losing some of the essential spirit of being in a language learning classroom. This often cause listening skills decline. Furthermore, Harmer points to the difficulties of translation, which requires an efficient speaker of both languages to translate well. “Sometimes it is worth giving the mother tongue equivalent rather than to pending valuable time trying to define or show the meaning. It is of great

value when no easy alternative suggests itself or highlight the danger of false cognates” [6].

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 [7]:

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;

Perhaps it is useful to think in terms of methods to the extent that some of them will be better suited than others to particular learning styles, or particular cultural and educational traditions [8].

Learning vocabulary has been considered a boring subject for a long time The traditional methods learning vocabulary memory less effective. However compared to 'translation methods and' communication 'learning, communication learning exchange learning development in the 1970 s, with the development of more and is beneficial to the memory of English vocabulary, however, "translation" more professional, but not the effect of dynamic atmosphere.

Reference

1. Breen (1980). The essentials of a communicative curriculum in <language teaching>. Applied Linguistics, p. 89–112.

2. Jack C (2001). <Approaches and Methods in Language Teaching>. Second Edition. New York: Cambridge University Press.

3. Willis, Jane (1996). <A Framework for Task-Based Learning>. Harlow:Longman.

4. Clarke, M (1977). Toward a realization of psycholinguistic principles in the ESL reading class. <Language Learning>, p.65.

5. Brimful, Christopher (1984). <Communicative Methodology in Language Teaching>. Cambridge: Cambridge University Press

6. Van Ek, J. the British (1980). <Threshold Level English>. Oxford: Pergamon.

7. Littlewood, the British W. (1981). <Communicative Language Teaching>. New York: Cambridge University Press.

8. Skehan, P. (1996).,<Second language acquisition research and task-based instruction>. Challenge and Change in Language Teaching. Oxford: Heinemann.p.99-100