Sciences of Europe # 45, (2019) 31

demonstrated that when faced with untranslatable 3. Byrne, Jody (2006). Technical Translation: Us-
words, technical translators resorted to avoidance tac- ability Strategies for Translating Technical Documen-
tics that evaded using the words altogether.[44] The im- tation. Dordrecht: Springer.
plications of untranslatable words and phrases suggest 4. Byrne, Jody. Technical Translation. The Neth-
that the technical translation may not benefit from only erlands: Springer, 2006.
utilizing English as a lingua franca, and rather, should 5. Larson, Mildred L., ed., Translation: Theory and
focus efforts toward having more effective means of Practice, Tension and Interdependence. (Binghamton:
translating documents among multiple languages. American Translators Association Scholarly Mono-
graphs, 1991).
References 6. Thompson, Daniel. "Theophilus Presbyter:
1. Byrne, Jody (2006). Technical Translation: Us- Word and Meaning in Technical Translation." Medie-
ability Strategies for Translating Technical Documen- val Academy of America 42.2 (1967): 313–
tation. Dordrecht: Springer. pp. 3–4. 339.https://www.jstor.org/stable/2854679.
2. Williams, J; A. Chesterman (2002). The Map: A 7. Finch, C. An Approach to Technical Transla-
Beginner's Guide to Doing Research in Translation tion: An Introductory Guide for Scientific Readers.
Studies. Manchester: Saint Jerome Publishing. pp. 12– New York: Pergamon Press, 1969.
13.

THE IMPORTANCE OF VOCABULARY IN TEACHING ENGLISH AND METHODICAL

Ayturayev M.
Namangan Engineering-Technology Institute,
Uzbekistan

ABSTRACT
The article provides information about how importance of vocabulary in learning and teaching English and
methodical organization. Methodical organization of vocabulary teaching depends on what kind of speech activity
it is intended to activate. The article is also pay attention to material for speech, the lexicon of speech, lexical side
of the written and lexical side of listening.
Keywords: speech, lexical side of listening, The lexicon of speech, lexical side of the written, lexicology,
orthography, transcription, synonym, antonyms, homonym.

Teaching vocabulary is the basis of language From the above, it is clear that everyone needs vo-
teaching. Vocabulary is a collection of learned words cabulary. For this reason, vocabulary plays an im-
and phrases. It is not possible to learn and to become portant role in teaching students speech activities.
the master of speech activities without mastering the Teaching vocabulary should be suitable the goals
vocabulary. It is used as material for speech activities. and objectives of the school. This is described in a for-
Material for speech is very important. There is no eign language program for students, pupils, and high
speech without the material. You can learn English by school learners.
listening to the English speech and understanding the Teaching lexical material is a goal and a means to
meaning of the words that you have already learnt. If teach speech activities in a foreign language program.
the student does not know the words or does not know The new program sets the minimum number of lexical
the meaning of the words, the information will remain units for per class. It includes 300 lexical units for
unclear and the meaning of the speech will remain un- Grade 5, 300 lexical units for Grade 6, 250 Lexical
clear. When working on the lexical side of listening units for Grade 7, 150 Lexical units for Grade 8, and
comprehension, the ability of the listening to and rec- 100 Lexical units for Grade 9. In total, 1100 vocabulary
ognize it is widely used, because listening to and rec- units will be taught at the secondary school according
ognizing the lexicon also has its own character and dif- to the program requirement. [1.1]The curriculum for
ficulty. academic lyceums and vocational colleges also pro-
The lexicon of speech has its own peculiarities. A vides vocabulary numbers. According to the curricu-
student and a pupil cannot speak unless they know lum the learners must be able to use the vocabulary in
about it, even they knew about the lexicon of speech the types of speech activities that are used in their
they should be able to put it in its place. The lexical side speech, for understanding, speaking, and writing.
of reading also makes it difficult to communicate. The ♦ Lexicology is a vocabulary of up to 3,000,000 to
student can receive all information from reading by 5,000,000. Older educated people know 6,000 to
looking every single word. In order to understand their 10,000,000 words in their native language. However,
meaning and content, it is necessary to know and un- they use between 1500 and 2,500 words in everyday
derstand words beforehand. life.
There is also a need to work on the lexical side of It is necessary to choose between restrictions and
the written statement. The learners must be able to infinity. The choice was made by Ya.Kalensky in the
write, pronounce, and read the word so that they can 17th century with 800 words. Frequently used words in
write meaningful and accurate information. German, English and French were sorted. (1960). [2.1]
32 Sciences of Europe # 45, (2019)
It contains 3,000 words and 1000 of them are ac- stand or speak at that language. Acquiring a new vo-
tive. Glossary words are selected based on the follow- cabulary of language enhances the students' worldview
ing principles: and increases their knowledge of philology.
♦ The principle of attachment. The overall structure and history of the vocabulary
♦ The principle of stylistic restraint of a language and the words in a vocabulary of a partic-
♦ Semantic Principle (Nagel, Bolsen) ular language are studied in lexicology. Vocabulary is
♦ Meaningful and clear words a constantly evolving element of language. It is very
♦ The principle of word-making (the most mean- difficult to accurately calculate the vocabulary of any
ingful words) language, as some of the old words are out of the dic-
♦ The principle of speech tionary and add new words.
♦ Frequently used words for high school students Methodical organization of teaching English
Technology of Methodology - type of words in vocabulary
terms of word processing and sorting by assimilation. In teaching vocabulary, we must first organize
It should not be confused with the concept of grouping. methodology. Methodical organization of vocabulary
Group: teaching depends on what kind of speech activity it is
♦ Categorization by topic intended to activate. Methodical organization of vocab-
♦ May be structured ulary teaching involves teaching lexical aspects of
There are some difficulties in word processing: speech, forming, teaching and automating lexical skills.
♦ Difficulties associated with certain words;♦ Dif- The following table shows what the methodology
ference between foreign language and native words of vocabulary teaching involves.
meaning and usage. For example: “Uzbek -zo’r and  Methodical organization of vocabulary teaching
Turkish-zo’r”  Selection
Difficulties between foreign words (homonym,  Work on vocabulary
homophone, homograph).  Allocation
• Presentation -  Methodological typology
Introduction: Form-pronunciation, orthogra-  Enter (explain, introduce, teach)
phy, transcription  Strengthening
♦ Meaning (semantics)  Mastering
♦ Using  Form, Meaning, Usage
Methods of Explanation(semantization): With Teaching lexical aspects of listening, speaking,
translation-without rendering reading, speaking and writing are very different. Teach-
♦ Subject ing lexical aspects of speech is based on the type of
♦ Movement speech activity. Therefore, the method of organizing
♦ Picture vocabulary teaching varies according to the type of
♦ Drawing speech activity. But in any case it is an organizational
♦ Synonym methodology, selection, distribution, methodological
♦ Antonyms typology, work on the lexicon. Only selection, typol-
♦ Homonym ogy, distribution, forms, types, quality, and content of
♦ Explanation the work will change. There are difficulties with meth-
♦ Context odological organization, which we must take into ac-
Exercise- to develop lexical skills: count: 1) time spent in vocabulary teaching; 2) the stu-
Demonstrate use of the word; dent's age; 3) for training purposes; 4) for the training
Type of Exercises: phase; 5) teacher training skills; 6) difficulties of the
Recipe: meaning of the word abstract or clear. [3.1]
- Development of the vocabulary Difficulties in word processing:
- Expand the dictionary content a) For every word (in form, meaning, in use)
- To develop the skills of noticing, realizing, find- b) Connection of English, native language and
ing Russian.
Reproductive: Creation of methodological typology of vocabu-
- Use and usage lary is an urgent task of modern methodology.
- Make a comment By summarizing the most important types of dif-
In reproduction - usage, processing ficulties encountered in both active and passive vocab-
Mastering is a free choice of vocabulary ulary, we can note the following.
- Free use of vocabulary; Active vocabulary can be used both independently
- To master, to learn - to know at a skill level. and in auxiliary vocabulary, free and non-fluent use of
Simple cognition means remembering the word, words, and similar pronunciation and synonyms. There
recognizing the form. The main purpose of teaching are differences in the way in which grammatical forms
foreign languages in secondary schools is to teach stu- are used in English and Uzbek, the differences in mean-
dents how to communicate in this language. Students ing between the two languages, but the differences in
must possess vocabulary in order to be able to com- the meaning and ability to combine words in both lan-
municate in a foreign language. Without mastering the guages.
vocabulary of the language, it is impossible to under- In passive vocabulary it is a syllable of words,
multiple meanings, and the use of one word in the basic
Sciences of Europe # 45, (2019) 33
and auxiliary, in direct and portable terms, in English. Charles Frieze, Maurice and Yakushina worked in this
The pronunciation similarity of the words of the lan- direction.
guage, and the similarity of the English words to their 3 Types of typology of vocabulary problems in re-
native words, even if they differ in meaning, is taken cent times by Professor Berman:
into account in methodological typology. a) on the form and meaning of lexical units in Rus-
Teaching students can identify and characterize sian and foreign languages;
students' vocabulary and difficulties that may arise b) the foreign language vocabulary being studied
prior to assimilation (in some cases and in comparison by its nature;
with Uzbek). Then, each method will be taught how to (c) directs the speakers of other languages to listen
select the appropriate method, methods, ways and ex- and speak a foreign language.
ercises. As a result, the nature of each word is taken into A person knows about four times as many words
account, with little time to learn. This applies to each as he can use in his speech. Adult educated people
word separately for each type, without the use of a par- speak 6,000 to 10,000 words in their native language.
ticular method, path, or exercise. [4.1] The vocabulary used by people in everyday life, con-
English vocabulary is taken separately and com- versations, and messages is from 1500 to 2,500 words
pared with Uzbek vocabulary, which provides a meth- in European languages. It can be concluded that people
odological typology for the use of meaning and form. use a limited number of vocabulary in their native lan-
For example: a map, a pen, a pencil, a table, to guage. Time spent learning a language is strictly lim-
see, to like, to want; The difficulty of teaching a map, a ited. In secondary school, the vocabulary that students
pen, a pencil, a table is that the pupils can see them with need to learn must be identified. The students should
their own eyes or through the picture, so they have learn selected vocabulary. This vocabulary is referred
some difficulties with the words see, like, and want as to as the lexical minimum in the methodology. Lexical
it is more difficult to show them in a picture, and here minimum choice has a long history.
it is better to show it by action. So there are two ways
to divide these 8 words into 2 types: References
1) the images or the subject matter and 1. Ingliz tili o’quv fani bo’yicha umumiy o’rta
2) we use the methods of demonstration. ta'lim maktablari uchun dastur. T. 1999 y.
There are 2 ways to use vocabulary typology: 2. J.J. Djalolov O’rta maktabda ingliz tili o’qitish
Way 1: a) according to the word form mеtodikasi. Toshkent, O`qituvchi nashriyoti 1997 yil.
b) according to the meaning 3. J.J. Jalolov, G.T. Makhkamova, Sh.S. Ashurov
Comparison of English and native words G. English Language Teaching Methodology (theory and
Palmer, H. R. Hughes, R. Lado, S. Porakova, N. V. Ni- practice).- T.: ”Fan va texnologiya”, 2015
kolayev, M. Latushkina, S. Kalinina worked in this di- 4. Shatilov S.F. Mеtodika obuchеniya
rection. Way 2: take into account the difficulty of using nеmеtskomu yaziyku v srеdnеy shkolе, L.
words in spoken language. Prosvеshеniе 1977 god, str. 65-72, T.: 2003.
In these case we take into account the ability to
combine words, as well as the function of speech.

THE USE OF TECHNOLOGY IN ENGLISH LANGUAGE LEARNING

Haydarova S.
Namangan Institute of Engineering and Technology
Namangan, Uzbekistan

ABSTRACT
The use of technology has become an important part of the learning process in and out of the class. Every
language class usually uses some form of technology. Technology has been used to both help and improve lan-
guage learning. Technology enables teachers to adapt classroom activities, thus enhancing the language learning
process. Technology continues to grow in importance as a tool to help teachers facilitate language learning for
their learners. This study focuses on the role of using new technologies in learning English as a second/foreign
language. It discussed different attitudes which support English language learners to increase their learning skills
through using technologies. In this paper, the researcher defined the term technology and technology integration,
explained the use of technology in language classroom, reviewed previous studies on using technologies in im-
proving language learning skills, and stated certain recommendations for the better use of these technologies,
which assist learners in improving their learning skills. The literature review indicated that the effective use of
new technologies improves learners’ language learning skills.
Keywords: technology, language learning, use.

Language is one of the significant elements that 2002). In addition, Ahmadi (2017) stated that one of the
affects international communication activities. Stu- important elements for learning is the method that in-
dents utilize different parts of English language skills structors use in their classes to facilitate language learn-
such as listening, speaking, reading, and writing for ing process. According to Becker (2000), computers
their proficiency and communication (Grabe & Stoller, are regarded as an important instructional instrument in