MINISTRY OF HIGHER EDUCATION SCIENCE AND INNOVATION OF
THE REPUBLIC OF UZBEKISTAN
NATIONAL UNIVERSITY OF UZBEKISTAN
NAMED AFTER MIRZO ULUGBEK
ENGLISH LINGUISTICS DEPARTMENT
Speciality: 60230100 –Philology and teaching languages (English)
ATABEKOVA ASAL UTKIRBEK QIZI
On the theme: “ Methodology for the formation of lexical skills in students in grades
3-4 in the process of primary foreign-language education”
COURSE PAPER
Scientific adviser:
D.L.Otaboyeva
TASHKENT – 2024
МИНИСТЕРСТВО ВЫСШЕГО ОБРАЗОВАНИЯ, НАУКИ И
ИННОВАЦИЙ РЕСПУБЛИКИ УЗБЕКИСТАН
НАЦИОНАЛЬНЫЙ УНИВЕРСИТЕТ УЗБЕКИСТАНА
ИМЕНИ МИРЗО УЛУГБЕКА
КАФЕДРА АНГЛИЙСКОЙ ЛИНГВИСТИКИ
Направление 60230100 – Филология и преподавание языков (английский)
АТАБЕКОВА АСАЛ УТКИРБЕК КИЗИ
На тему: «Методика формирования лексических навыков у учащихся 3-4
классов в процессе начального иноязычного образования»
КУРСОВАЯ РАБОТА
Научный руководитель:
Д.Л.Отабоева
TАШКЕНT – 2024
CONTENTS
INTRODUCTION .............…………………………………………….…… 3
CHAPTER I
THEORETICAL FRAMEWORK OF ASSESSING
LEXICAL SKILLS IN STUDENTS IN
GRADES 3-4 ..................................................................… 6
1.1 The role of lexical skills in foreign language
education………………..…………………………………. 6
1.2 Principles of effective assessment in primary foreign
Language education………………..……………………... 13
CHAPTER II
METHODOLOGIES OF THE CURRENT METHODS
USED TO ASSESS LEXICAL SKILLS IN PRIMARY
STUDENTS……………………………………………… 20
2.1 Explanation of the assessment tools and techniques used
to
measure
lexical
skills……………….……………………...20
2.2 Examination of the impact of lexical skills on overall
academic performance………………..……………………25
CONCLUSION ……………………………………………….………...…. 29
РЕЗЮМЕ……………………………………………………………………32
THE LIST OF USED LITERATURE ………………….............................35
INTRODUCTION
During the first half of the 20th century linguists were interested in written form of
the language, and only during the last 40 years the situation has changed. With the
invention of the tape-recorder linguists got a good opportunity to study spoken speech.
But the absence of mechanical aids is not the only reason why spoken speech was
ignored. The fact is that until recently theory and research on language were based on
the assumption that only the written form of language realization can serve a reliable
object of investigation. But when linguists became involved in investigating language in
use, they realized that the language is part of the society. In real life people find themselves in various situations and they have to select those linguistic elements which
match the needs of particular situations. This fact changed the whole approach to the
language. Linguists began to study the language as a tool, a means of communication.
They acknowledged that it is only in the context of communicative situation that the
essential properties of a linguistic system can be discovered and analyzed. This course
paper is an overview of selected research on the learning, teaching, and assessment of
English and other foreign languages studied in Sweden at different levels of education.
We aim at providing a critical review of local Swedish research in the field of foreign
language education to an international readership. However, as pointed out by Aronin
and Spolsky (2010), there is no straightforward definition of LOCAL research. Considering the “unbreakable connection between local and global”, they outlined some
factors that complicate the task of distinguishing the two, the most important probably
being researcher mobility and the expectations to publish in international channels of
publication. Considering this, our criteria of inclusion have been the following. Firstly,
the reviewed texts were published between 2012 and 2021. A previous review of
applied linguistics research with a focus on foreign language learning and teaching in
Finland and Sweden covering the years 2006–2011 was authored by Ringbom (2012)
and published in Language Teaching. We start our critical review of research carried out
in Sweden where Ringbom stopped. Secondly, the research regards topics related to the
overarching theme of the review, namely, the learning, teaching, and assessment of
3
foreign languages studied in Sweden. Hence, the work reviewed is concerned with
issues typically relevant to the Swedish setting. It is our conviction that such topics are
of relevance and interest to scholars, including teachers, also outside Sweden, and
sometimes even transferable to those contexts, both from a theoretical and a practiceoriented point of view. Thirdly, predominantly studies drawing on data collected in
Sweden have been reviewed. However, a small number of studies on Swedish speaking
learners studying abroad have also been included.
The actuality of the paper is that primary foreign language education, assessing
students' lexical skills, particularly in grades 3-4, is crucial for monitoring their language development and guiding instructional practices effectively. This course paper
addresses the pressing need for a structured methodology to evaluate and track students'
lexical proficiency in this critical stage of language learning.
The subject of the research the primary objective of this research is to develop a
comprehensive methodology for assessing lexical skills in students in grades 3-4 within
the context of primary foreign language education. This methodology aims to provide
educators with valuable insights into students' vocabulary knowledge, comprehension,
and usage, facilitating informed instructional decisions.
The object of the research study focuses on implementing and evaluating the effectiveness of the developed methodology for assessing lexical skills in primary foreign
language education settings. Specifically, it aims to investigate how well the methodology captures students' lexical proficiency and informs instructional strategies tailored to
their learning needs.
The aim of this investigation is this course paper aims to present a detailed methodology for assessing lexical skills in students in grades 3-4 during primary foreign
language education. By addressing the specific developmental stage and linguistic
requirements of this age group, the paper seeks to equip educators with practical tools
and strategies to evaluate and support students' lexical development effectively.
4
Methods of research: The research methodology involves a combination of literature review, empirical observation, and iterative development processes. Initially,
existing research on vocabulary acquisition and assessment in primary foreign language
education will be reviewed to inform the methodology's theoretical underpinnings.
Subsequently, the methodology will be developed through iterative cycles of design,
implementation, and refinement based on feedback from educators and experts in the
field. Finally, the effectiveness of the methodology will be evaluated through pilot
studies and analysis of assessment data.
5
CHAPTER I THEORETICAL FRAMEWORK OF ASSESSING
LEXICAL SKILLS IN STUDENTS IN GRADES 3-4
1.1 The role of lexical skills in foreign language education
By the 1960s, the audio-lingual and situational approaches to English language
teaching had passed their time, the linguistic theories developed on their basis did not
meet the requirements of the time, the communicative and functional characteristics of
individual sentences were inadequately interpreted in these theories promoting structure.
articles and theses of authors such as N. Chomsky, K. Kendlin, H. Windowson, T. Pika,
R. Oxford about the need to prioritize the development of communicative skills in
English language teaching rather than memorizing the structure (speech patterns) was
published. In this context, the concept of "Learning to use English and using English to
learn it" was developed.
In addition, language as a means of communication is known to have several functions. In the well-known conception suggested by academician V. V. Vinogradov, three
functions are distinguished, that is the function of communication (colloquial style), the
function of informing (business, official and scientific styles) and the emotive function
(publicistic style and the belles-lettres style).1
This concept, first of all, requires extensive use of model, standard phrases, basic
lexical units and linguistic functions in training. Also, organizing the lesson, recording
the attendance in the journal, evaluating the students, encouraging them, giving guidance, instructions and recommendations on the correct completion of the task, and using
the English language in mutual conversation. required. Such integration occurs due to
the use of memorized ready and semi-ready standard template sentences in different
speech situations.
Before this concept was developed, different, often conflicting, opinions of experts
regarding the nature of the issue of what to teach in the educational process were being
explained. There are two problems in this regard: first, when answering the question of
1
Vinogradov V.V., Problemy russkoj stilistiki, Moscow, Moscow, Vysshaya shkola, 1981, 113 p.
6
what is taught, most scientists give the correct but general answer that the content of
education is taught .
In 1971-1972, studies were conducted to improve the English language learning
courses. The members of the group headed by D.A. Wilkins analyzed the needs of
Europeans to learn English. Later, Wilkins published a special collection summarizing
the research materials, and this book had a significant impact on the popularization of
the theory of developing linguistic, sociolinguistic and pragmatic competences of
learners by introducing a communicative approach to English language teaching.
According to V.A. Sukhomlinsky, a teacher who can forget that he is a teacher is
the best teacher. The meaning behind these words is expressed in English lessons. For
this, it is necessary to give up the advice tone, to show genuine interest in the students
and their words, to forget that he is one step above, and to stand side by side with the
student. Only then will the student's interest increase, he will have a desire to talk, and
as a result, communication and interaction will take place during classes.
In KY, both the object of learning and the means of learning are communication,
that is, communicative competence is acquired through communication71. According to
KYO, language is learned in the process of using it. In English language teaching, based
on KY, the aim and task of the subject of study should be to form knowledge of foreign
languages in everyday, scientific and professional spheres in a multicultural and
multicultural world.2
Uzbek methodologists such as J. Jalolov, T. Sattorov, and A. Soynazarov identified
the types that form, develop, and improve the English language exercise system from a
didactic point of view. I.A. Gruzinskaya divides the exercises in the textbooks into
phonetic-orthographic, grammatical, working with the dictionary, exercises aimed at
improving knowledge, skills and abilities. A.M. Jarova paid attention to the potential of
2
Bolsunovskaya, L. M., Project-based Method in Teaching Foreign Language for Specific Purposes. Procedia -
Social and Behavioral Sciences, 215, 176–180.
7
exercises in modern textbooks to increase learning activity in primary classes (Fayzievna, 2012). and successful execution; c) it is appropriate that it consists of material.
Sh. Ubaidullayev classifies the system of exercises as follows: according to mastering language material: phonetic, grammatical, lexical exercises; according to their
use in the acquisition of types of speech activities: listening comprehension, speaking,
reading and writing training exercises; according to linguistic material: language and
speech exercises; according to the formation of knowledge, skills and competences:
preparation and practical exercises; according to the place of execution: exercises
performed in the classroom, at home, in the laboratory; according to the form and
method of speech: oral and written speech exercises; according to the number of
languages: monolingual and bilingual exercises; according to the strengthening of
actions: attachment, change - reproductive, selection, grouping, analogy, differentiation
- receptive exercises; according to the use of auxiliary means: exercises performed with
the help of visualization, technical means, programming elements; according to the
origin of the stages of acquisition: initial acquisition, training, practice, repetition,
control exercises (McCreary, 2008). It is known that the exercise includes language
material, topic, text, language techniques, language rules. There is a requirement and
material of the exercise. If the requirement is given in 100% exercise, the material can
be in open or hidden form. The authors claim that the recommended exercise for
elementary school students has three components:
a) demand;
b) a recommendation or instruction to ensure its easy.
It is crucial to use a theoretical framework that considers age-appropriate vocabulary acquisition, developmental stages, and the integration of several assessment
methodologies when evaluating lexical skills in kids in Grades 3–4 The following are
important theoretical points to keep in mind while evaluating
cal skills:
Age-appropriate
young
learners'
assignments and activities are crucial for
lexi-
students
in Grades 3–4. This is highlighted by Piaget's theory of cognitive development. At this
8
point, lexical skills evaluation should be in line with students' cognitive capacities,
language growth, and vocabulary acquisition.
This theory highlights how social interaction and cultural background play a part in
education.3When evaluating students' lexical skills, it's critical to take into account
how social interactions, classroom interactions,
and vocabulary development affect
language use and vocabulary development.This method of teaching places a strong
emphasis on practice, reinforcement,
and repetition as well as the
interconnected-
ness of vocabulary development. Lexical skill assessments ought to give students the
chance to practice applying
language in context, get feedback, and draw connec-
tions between newly learned and previously taught terminology.
This theory, developed by Bronfenbrenner, emphasizes how different environment
al contexts, such as those in the home, school, and
community, have an impact
children's
development. The assessment of lexical abilities ought
count the
ways in which students'
exposure to language
on
to take into
in various
ac-
contexts
and linguistic experiences influence the growth of their vocabulary.
These theoretical frameworks suggest that a variety of assessment techniques, such
as the following, should be used to evaluate students' lexical skills in grades three throu
gh
four:Vocabulary
tions, synonyms,
tests:
Evaluate students' understanding
antonyms, and usage of
of word
words in context .Reading
defini-
comprehen-
sion exercises: Assess pupils' proficiency with language that appears in written texts.
Oral presentations: Evaluate students' capacity for clear idea expression, conversational
engagement, and vocabulary use in spoken language.Writing assignments: Assess how
well students use grammar, sentence structure, and vocabulary in their writing.
Edutors can successfully assess and assist students' development of lexical skills in
Grades
3-4,
developing language competency and communication
in young learners, by
capacities
integrating these theoretical viewpoints and assessment
approaches.
“Calafato, R. I’m a salesman and my client is China” Language learning motivation, multicultural attitudes, and
multilingualism among university students in Kazakhstan
and
Uzbekistan.
System, 103,
102645.
3
9
Here are some more specialized techniques and resources that can be utilized
to
evaluate students' lexical skills in Grades 3–4 in addition to the previously discussed
theoretical concerns and evaluation techniques:
To gauge students' understanding of particular word definitions, synonyms, antonyms, and context clues, administer vocabulary tests or quizzes.
This can assist in determining the lexical skill areas where pupils excel and those where
they could use more work.
Give pupils a word and ask them to come up with synonyms or similar terms. This
can evaluate their capacity for word association and show that they comprehend semanti
c linkages.
Assessment of Contextual Vocabulary: Give students passages or sentences containing vocabulary they are unfamiliar with, and ask them to interpret the words based o
n context. This can evaluate their capacity to deduce word meanings from context.
Vocabulary Development Activities: Asses students' capacity to pick up new
words, use
them in a
variety of situations, and broaden
their vocabulary through
word games, vocabulary-building exercises, and reading assignments.
Language Production Tasks: Give pupils the chance to express themselves both in
writing and verbally by utilizing a wide range of vocabulary words. This can evaluate
their proficiency with correct and fluid language use in speech.4
To make the assessment process more dynamic and interesting for students, make
use of educational applications, digital resources, and online vocabulary testing tools.
Based on students' lexical skills, these technologies can offer tailored learning opportunities and instant feedback.
Examine how students use language in group discussions, academic assignments,
and classroom interactions to gauge their aptitude for using terminology in everyday sit
uations and having productive conversations with teachers and peers.
4
Choh, M Motor And Intellectual Development In Children: A Review. Facta Universitatis, Series: Physical
Education and Sport.
10
Assign students to do matching exercises in which they must match words to definitions, synonyms, antonyms, or sample sentences. Students' capacity to identify and
apply various aspects of word meanings can be evaluated with the use of this kind of
exercise.
Assign students to group words according to common traits like meaning, spelling
patterns, or part of speech. This can be used to evaluate their capacity for methodical
word analysis and comparison.
Use word lists or dictation exercises to gauge pupils' spelling proficiency. Spelling
accuracy can serve as a barometer for pupils' word form and pattern recognition and
memory skills. Display important vocabulary terms in your classroom using word walls.
Determine how familiar pupils are with these terms by asking them to use the words in
sentences or explain their meanings. Utilizing peer feedback exercises, encourage
students to evaluate one another's vocabulary proficiency. This might offer insightful
information about how pupils interpret and comprehend various terms and ideas.Give
students the chance to evaluate their own lexical abilities and make plans for development. Checklists and rubrics are examples of self-assessment tools that can assist
students in tracking their learning and taking responsibility for it.
Assist students in creating a vocabulary portfolio that includes word maps, writing
samples, lists of vocabulary words, and reflections on the vocabulary they have learned.
This can offer a thorough picture of pupils' lexical proficiency over time.
Engage parents in assessing their child's vocabulary skills by sharing resources,
providing feedback on vocabulary activities, and encouraging vocabulary-rich interactions at home. Parent involvement can support students' vocabulary development both
in and out of the classroom.
Through the integration of diverse assessment methodologies, resources,
and tasks
educators can
grounded in theoretical frameworks and developmental considerations,
acquire a
thorough comprehension
of
students'
lexi-
cal proficiencies in Grades 3–4 and offer focused assistance to foster their language
advancement and scholastic achievements.
11
By incorporating a diverse range of assessment strategies and involving multiple
stakeholders in the assessment process, educators can gather valuable data on students'
lexical skills and tailor instructional approaches to meet their individual needs and
promote language growth.
12
1.2Principles of effective assessment in primary foreign
Language education
Assessment in primary foreign language (FL) education plays a crucial role in
monitoring students' progress, informing instruction, and motivating learning. To ensure
effective assessment practices, the following principles should be considered:
Assessments should reflect real-world language use and communication tasks. This
means using authentic materials, such as videos, songs, and stories, and assessing
students' ability to understand and produce language in meaningful contexts.
A range of assessment techniques should be used to capture different aspects of
language proficiency, including listening, speaking, reading, writing, and cultural
understanding. This allows for a more comprehensive evaluation of students' abilities.
Assessment should be an ongoing process, not just a one-time event. Regular assessments provide opportunities for students to track their progress, identify areas for
improvement, and receive timely feedback.
Assessments should primarily serve a formative purpose, providing feedback to
students and teachers to guide instruction and support learning. This involves using
assessment data to identify strengths and weaknesses, adjust teaching strategies, and
provide targeted support to students.
Students should be actively involved in the assessment process. This can include
self-assessment, peer assessment, and setting learning goals. Empowering students to
reflect on their own learning fosters metacognitive skills and promotes self-directed
learning.5
Assessments should be culturally sensitive and avoid bias. This means using materials and tasks that are relevant and appropriate for students' cultural backgrounds and
experiences.
Assessments should be practical and feasible to implement in the classroom. They
should not place an undue burden on teachers or students and should fit within the
constraints of time and resources.
5
Cronin, C.,: Deficiency Disease or Normal 9
13
Assessments should be reliable (consistent) and valid (measuring what they claim
to measure). This involves using clear assessment criteria, providing training for
assessors, and ensuring that assessments are aligned with learning objectives.
Assessments should have a positive impact on student learning. They should motivate students to engage with the language and culture, foster a growth mindset, and
promote a love of learning.
By adhering to these principles, educators can design and implement effective assessment practices that support the development of primary FL learners and create a
positive and productive learning environment.
Assessments should be differentiated to meet the diverse needs of learners. This
means providing a range of tasks and activities that cater to different learning styles,
abilities, and interests.
Assessment criteria and expectations should be clearly communicated to students.
This helps them understand what is expected of them and allows them to focus their
efforts accordingly.
Assessments should provide timely and meaningful feedback to students. This
feedback should be specific, actionable, and supportive, helping students identify areas
for improvement and develop effective learning strategies.
Teachers should collaborate with students, parents, and other stakeholders in the
assessment process. This can involve seeking input on assessment design, sharing
assessment results, and discussing students' progress.
Technology can be used to enhance assessment practices, such as providing interactive exercises, automated feedback, and opportunities for self-assessment and peer
assessment.
Assessments should be conducted in an ethical manner, respecting students' privacy, confidentiality, and cultural values. This includes obtaining informed consent from
students and parents, and ensuring that assessments are fair and unbiased.
14
By incorporating these additional principles, educators can create assessment practices that are not only effective but also equitable, inclusive, and supportive of all
primary FL learners.
Assessments should be conducted over time to track students' progress and identify
trends. This can involve using portfolios, learning journals, or other methods to collect
evidence of students' development over the course of their learning journey.
Both teachers and students should be assessment literate. This means having a
clear understanding of the principles and practices of assessment, as well as the ability
to use assessment data to inform instruction and improve learning.
Assessments should be used to promote learning, not just to measure it. This involves using assessment as a tool to identify students' strengths and weaknesses, provide
targeted feedback, and facilitate self-reflection.6
Assessments should be culturally responsive, taking into account the diverse cultural backgrounds and experiences of learners. This may involve using culturally
relevant materials, tasks, and assessment criteria.
Playful assessment techniques can be used to make assessment more engaging and
enjoyable for primary learners. This may involve using games, songs, or other activities
that allow students to demonstrate their language skills in a fun and interactive way.
By adhering to these comprehensive principles, educators can create assessment
practices that are not only effective, equitable, and supportive, but also engaging,
informative, and culturally responsive for all primary FL learners.
Dynamic assessment involves assessing students' potential for learning rather than
just their current performance. This can be done by providing learners with support and
scaffolding during the assessment process and observing their ability to learn new
material and apply it to new situations.
Assessment should be seen as a dialogue between teachers and students, rather
than a one-way process. This involves involving students in the assessment process,
6
Fayziyeva H.M Ways Of Professional Training Of Children With The Limited Opportunities. Social
Natural Sciences
Journal
and
15
seeking their feedback on assessment tasks and criteria, and using assessment data to
inform future instruction and learning goals.
Technology can be used to enhance assessment practices in a variety of ways, such
as providing opportunities for self-assessment, peer assessment, and automated feedback. However, it is important to use technology in a way that supports and enhances
learning, rather than replacing traditional assessment methods.
Assessments should be designed and implemented in a way that promotes equity
and inclusion for all learners. This may involve providing accommodations for students
with diverse learning needs, using culturally responsive assessment practices, and
ensuring that assessments are fair and unbiased.
Assessment should be used to empower students and foster their self-confidence as
language learners. This can be done by providing students with opportunities to reflect
on their own learning, set learning goals, and take ownership of their language development.
By incorporating these additional principles, educators can create assessment practices that are not only effective, equitable, and supportive, but also dynamic, dialogic,
technology-enhanced, inclusive, and empowering for all primary FL learners.
Assessments can be used to motivate students and encourage them to engage with
the learning process. This can be done by setting clear learning goals, providing regular
feedback, and recognizing and celebrating students' progress.
Assessments should provide opportunities for students to reflect on their own
learning and identify areas for improvement. This can be done through self-assessment
activities, peer feedback, or teacher-student conferences.
Assessments should be designed to encourage students to communicate effectively
in the target language. This can be done by using authentic assessment tasks that require
students to use the language for real-world communication purposes.
Assessments can be used to promote collaboration and peer learning. This can be
done by using group projects, peer assessment, or other activities that require students to
work together to achieve a common goal.
16
Assessments should help students develop an understanding and appreciation of
the cultures associated with the target language. This can be done by using culturally
authentic materials, tasks, and assessment criteria.
By incorporating these additional principles, educators can create assessment practices that are not only effective, equitable, and supportive, but also motivating, reflective, communicative, collaborative, and culturally responsive for all primary FL
learners.7
Assessments should provide opportunities for students to develop fluency in the
target language. This can be done by using tasks that require students to produce
language quickly and spontaneously, such as speaking activities, writing exercises, or
interactive games.
While fluency is important, accuracy is also essential for effective communication.
Assessments should include tasks that require students to demonstrate their accuracy in
using the target language, such as grammar exercises, vocabulary quizzes, or writing
assignments.
Pragmatics refers to the social and cultural rules of language use. Assessments
should include tasks that require students to demonstrate their understanding of these
rules, such as role-playing activities, simulations, or cultural awareness exercises.
Intercultural competence involves the ability to communicate effectively and respectfully with people from different cultural backgrounds. Assessments should include
tasks that require students to demonstrate their intercultural knowledge and skills, such
as cross-cultural projects, simulations, or interviews with native speakers.
Assessments should help students develop the skills and dispositions necessary for
lifelong language learning. This can be done by providing opportunities for students to
reflect on their learning, set learning goals, and take ownership of their language
development.
By incorporating these additional principles, educators can create assessment practices that are not only effective, equitable, and supportive, but also motivating, reflec7
Habibov 2012 Early childhood care and education attendance in Central Asia. Children and Youth Services Review
17
tive, communicative, collaborative, culturally responsive, fluency-promoting, accuracyoriented, pragmatics-focused, intercultural competence-enhancing, and lifelong learning-oriented for all primary FL learners.
First, let's look at exercises performed under the supervision of a teacher. In the
methodology, the term "Scaffolding" is widely used, which represents the teacher's
control, that is, the support, help and goodwill of a specialist in improving the effectiveness of English language learning. This term is defined in the explanatory dictionary of
the Uzbek language as "a temporary device made of wood or metal layer by layer next
to the wall for construction or repair work." But the English equivalent of the term is a
word related to the group of nouns and verbs, and its definition is as follows: temporary
structure on the outside of a building, made of wooden planks and metal poles, used by
workers while building, repairing, or cleaning the building – the materials used in
scaffolding (McCreary, 2008).
The term was not used by Vygotsky, but his "Zone of Proximal Development" theory was the basis for the development of the Scaffolding model of organizing the
cooperative activities of the teacher and the student aimed at ensuring the successful
completion of a certain task (Rammohan & Robertson, 2012). was This model is a
pedagogical method that facilitates the process of acquisition of competences, that is,
the teacher's support and assistance to the student in order to eliminate difficulties,
preventing difficulties that may be encountered in completing a certain task. This term
also expresses the meaning of pedagogical technology to ensure the acquisition of
competencies. That is, the teacher:
1.completes the student's answer by repetition (Yes, a big cow.);
2.corrects the mistakes and reformulates the answer, (Yes, a cow is a farm animal.);
3.uses language that is slightly higher than the student's nearest development
zone, but understandable (Open the drawer. Take out the chopsticks.);
4.uses gestures, facial expressions, physical movements, pictures and sounds
(brm, brm - bus; ba, ba - sheep) in order to ensure language intelligibility, wide18
ly uses the possibility of using live communication models in real speech situations (Look, I am opening the thermos for you. It is really hard.);
5.reacts to even the smallest achievement of the student (Very good, Madina!
Nice job!);
6.effectively uses speech samples in organizing the lesson (Zohida, give out the
pencils. Open your books at page 7.);
7.simplifies the question for a student who is struggling to learn (Do you like to
play with your dog or your cat? Play with cat or dog? My cat. Good. You like
to play with your cat.).
First, we think about facilitating the implementation of exercises that serve to acquire phonetic, lexical and grammatical competences related to the language. It is
known that the main practical goal of teaching English in elementary grades in accordance with the state educational standard for foreign languages of the continuous
education system and the English language curriculum for general secondary schools is
communicative competence. is to ensure that it is taken at the initial A1 level. The
practical goal is achieved through the acquisition of linguistic (speech and language),
sociolinguistic and pragmatic competencies.8
Method is the level at which theory is put into practice. Anthony (1963) defines
Method as an overall plan for the orderly presentation of language materials, no part of
which contradicts, and all of which is based upon the selected approach. Method is
procedural. Method is a tested truth or principle. It grows out of an approach. The
method may be related to the syllabus, the learner and the teacher. The method can
bring the success or failure in language learning programme. Method is ultimately
related to what and how of language instruction.
Technique is the level at which classroom procedures are described. "A technique
is implementation in sense that, it actually takes place in a classroom. It is a particular
trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques
8
Hopp, H., Thoma, D., Kieseier, T., Jakisch, J., Sturm, S. (2022).Early plurilingual foreign language teaching in
mixed classrooms: Linguistic and metalinguistic predictors of foreign language development among majoritylanguage and minority-language students in EFL classes. System, 108, 102828
19
must be consistent with a method and therefore in harmony with an approach as well"
(Anthony, 1963). Techniques depend on the teacher, his individual artistry, and on the
composition of the class. Different kinds of classroom activities are techniques.
In conclusion, an approach is axiomatic, a method procedural and a technique is an
implementation device of language teaching. A method grows out of a selected approach and a technique grows out of a selected method. In language teaching, there
come many approaches and methods.
Linguistic competence according to DTS consists of speech competence (listening,
speaking, reading and writing) and language competence (lexical, grammatical, phonetic competences and graphics and orthography). Based on this goal, the curriculum
distinguishes two aspects of teaching content: what to teach (language material) and
what to do (listening, speaking, reading and writing) (Bolsunovskaya et al., 2015). That
is, by learning and teaching language material (vocabulary, grammar, pronunciation),
the acquisition of communicative (information exchange) competence related to the
skills and qualifications of speech activities is ensured.
Exercises that serve to acquire linguistic competence, in turn, in the acquisition of
knowledge about language material (phonetics, lexicon, grammar) and skills in the
types of speech activities (listening comprehension, speaking, reading and writing),
serve to acquire sociolinguistic competencies exercises to study classroom discourse
and simple communication models in everyday situations, to acquire basic intercultural
information about the culture of Uzbekistan and the countries where the language is
studied, to strengthen the initial language skills, and exercises that ensure the acquisition
of pragmatic competences are statements in a foreign language serves to teach to
understand and use the overt and hidden goals of the given opinion (conveying any
information or opinion, question, command, request, advice, promise, apology, congratulations, complaint). Below, we will separately consider the exercises that serve to
acquire language and speech competences. Imitation of the teacher or announcer (choral
repetition, chain drill, repetition drill), substitution drill, suitable word (article, preposi-
20
tion, modal verb, pronoun) instead of periods Fill in the gaps exercises are important in
acquiring lexical, grammatical and phonetic competencies (Lunin & Minaeva, 2015).
21
CHAPTER II METHODOLOGIES OF THE CURRENT METHODS USED TO ASSESS LEXICAL SKILLS IN PRIMARY STUDENTS
2.1 Explanation of the assessment tools and techniques used to
measure lexical skills
Traditionally, grammar teaching and vocabulary teaching were viewed differently.
It means teaching structure of language was given high priority than vocabulary
teaching. Therefore, lexical approach emerged in the reaction of structural approach in
FLT. Whereas Chomsky's influential theory emphasized language as the capacity of
speakers to create and interpret sentences that are unique and have never been produced
or heard before with the help of underlying rules, the lexical approach views the
importance of phrases, word combinations, and collocations that make language
learning effective, and communication meaningful and successful. Our teaching and
learning activities become worthless, if we do not give priority to lexical items because
only the knowledge of structures are not sufficient for better communication if we are
not powerful in vocabulary and do not know about collocation. Collocation describes
the relationship between words that often appear together and consist of two or more
than two words. For example,
Assessment tools and techniques used to measure lexical skills encompass a variety of methods to evaluate students' vocabulary knowledge, word usage, and understanding of word meanings. Here are some common assessment tools and techniques used in
educational settings:9
Standardized or teacher-created tests that assess students' knowledge of specific
vocabulary words, definitions, synonyms, antonyms, and usage in context. These tests
can range from multiple-choice questions to fill-in-the-blank exercises or short answer
responses.Assess students' ability to comprehend and use vocabulary in context by
providing sentences or passages with missing words that students must fill in with the
appropriate vocabulary words.Require students to generate words that are related in
9
Jackson, R. (2011). The origin of Camphill and the social pedagogic impulse.Educational Review
22
meaning, form, or context to a given target word. This task assesses semantic relationships and the depth of students' vocabulary knowledge.Assess students' ability to infer
word meanings from context by providing passages or sentences where unfamiliar
words are used in context, and students must determine their meanings based on context
clues.Require students to identify relationships between pairs of words and apply these
relationships to form new word pairs. This task assesses students' understanding of word
meanings and analogical reasoning skills. Quick assessments used to gauge students'
grasp of newly learned vocabulary words through short answer, matching, or true/false
questions.
Encourage students to keep a journal or log of new vocabulary words they encounter, including definitions, examples, and personal connections to help reinforce their
understanding and retention of the words. Teachers can review these journals to assess
the depth of students' vocabulary knowledge.
These assessment tools and techniques provide educators with valuable insights
into students' lexical skills, enabling them to identify areas where students may need
additional support and tailor instruction to meet individual learning needs. By employing a combination of assessment methods, educators can gather a comprehensive picture
of students' vocabulary development and track their progress over time.
Interactive games such as crossword puzzles, word searches, matching, or vocabulary bingo can be used as informal assessment tools to engage students in practicing and
reinforcing their vocabulary skills while providing teachers with insight into students'
word knowledge.
Activities where students categorize words based on specific criteria such as word
meaning, part of speech, or word families. This task assesses students' ability to classify
and organize words based on their characteristics.
Assignments that require students to apply newly learned vocabulary words in
writing tasks, presentations, or discussions. This type of assessment evaluates students'
ability to use vocabulary words accurately and appropriately in various contexts.
23
Conduct one-on-one interviews with students where they are asked to demonstrate
their understanding and use of vocabulary words in spoken language. This assessment
technique provides insight into students' speaking skills and ability to communicate
effectively using the learned vocabulary.
Encourage students to create a portfolio of their vocabulary learning progress, including word lists, definitions, examples, and reflections on their learning experiences.
This can serve as a comprehensive self-assessment tool for students to track their
vocabulary development and set goals for improvement.
Engage students in peer evaluation activities where they assess each other's vocabulary knowledge through vocabulary games, quizzes, or collaborative assignments. Peer
assessment can provide different perspectives on students' vocabulary skills and
encourage peer learning and support.
By incorporating a variety of assessment tools and techniques into instruction, educators can effectively evaluate students' lexical skills, monitor their progress, and tailor
vocabulary instruction to meet individual learning needs. Regular assessment of
students' vocabulary proficiency is essential for promoting language development,
enhancing communication skills, and fostering a deeper understanding of academic
content across subject areas.
Get, Do and Make have following collocations with different nouns and verbs.
Exercises such as TPR (Total Physical Response), Simon Says, Look and say,
Bingo, Chinese whispers, Mime and gesture, Role play, Act out, Listen and draw, cued
dialogue serve to acquire speech competencies.10
English language teaching based on speech pattern, connecting language exercises
with speech practice and oral speech development were considered as methodological
principles of English language teaching in primary education. When teaching the form
of oral speech in English (on the principle of "verbalization" in psychology), the work
begins with mastering the speech pattern.
10
Lunin, M., & Minaeva, L. (2015). Translated Subtitles Language Learning Method: A New Practical Approach to
Teaching English. Procedia - Social and Behavioral Sciences, 199, 268–275.
24
In primary education, popularization of learning vocabulary, grammar and pronunciation units in speech samples is one of the appropriate actions. In the world methodology, speech pattern is recognized as a unit of English language teaching. (Different
authors use this term with the words they want: structure, construction, model, typical
sentence/sentence, lexical phrases, formulas, routines, pre-fabricated patterns, formulaic
chunks, gambits, speech patterns, readymade sentences, prefabricated sentences,
multiword lexical units, lexical collocations, fixed/semi-fixed expressions, institutionalized utterances).
Drilling, that is, repetition and imitation (imitation) exercises aimed at acquiring
language competences, are popular in the practice of English language teaching. They
serve to eliminate formal, semantic, and functional difficulties of language phenomena.
In such exercises, one or two language forms (grammatical or phonological structures)
are repeated several times under the guidance and supervision of the teacher. Based on
such exercises, it is possible to organize imitation games.
25
2.2 Examination of the impact of lexical skills on overall academic
performance
Communication can also be achieved in guessing game exercises. For example, I
am thinking of a pupil? Is he wearing blue jeans? Is he Nadir? No. He is taller than
Nadir. It is known that the communicative approach is based on the theory that the
English language is learned in the process of real meaningful and meaningful communication. When learners are exposed to live communication and interaction, they use their
natural language learning strategies and this enables them to use the language in the
language learning process. According to experts, when creating exercises that ensure
communication and interaction: a) communicativeness (English is learned during live
communication and interaction); b) practicality (the English language is learned using it
in the process of performing a specific task); d) the principles of comprehensibility and
meaningfulness (the English language is learned when it is comprehensible and meaningful to the student) should be taken into account. For this, first of all, one of the
interview participants should not be aware of the information or information that the
other has. That is, although it is known what day of the week today is, "What day of the
week is today?" If the answer to the question is "Tuesday", communication will not take
place. Because one of the interview participants does not have the opportunity to receive
new information that he does not know. The student is satisfied with giving official
answers to such questions because he is forced to get a grade. As a result, motivation
fades. Secondly, the participants of the dialogue should make independent decisions
about when and how to say, to whom to say what. That is, the teacher should not strictly
control the content and form of what the student says. Thirdly, in order for communication and interaction to occur, it is necessary to respond to the reply of the addressee.
That is, the speaker should get some kind of response from the listener and make sure
that he expresses his opinion in an understandable way (Shaturaev, 2021b). The exercise
of filling out questionnaires in primary classes fully meets the above communicative
requirements. During these exercises, students communicate with each other to complete the tasks given to them, i.e. tables. The desire to complete the task acts as a
26
motivation for the student to engage in live communication. Its presence creates a need;
a need creates motivation. In the process of filling out the tables, new information is
obtained, and there is another need to share this information with others. After the table
is filled with information, students use these tables to make sentences based on the
sample. In the process of creating sentences based on the example, the student uses a
new grammatical phenomenon in his own initiative speech and begins to understand its
meaning independently. A technological map prepared on the subject, substitution table
and class survey tables are attached. An innovative pedagogical technology has been
developed for the use of exchangeable tables to facilitate easy and successful completion of exercises, questionnaire tables as a means of ensuring communication and
interaction. The situations in which students of primary school age use language differ
from the speech situations faced by adults. For example, if an elementary school student
talks with his family members about the school supplies he lost, what grade he got in
school, what kind of assignment his teacher gave him, and the completion of homework
with his classmates, talk about family members, events that happened to them, new
clothes bought, food prepared, cartoons watched. In class, they ask each other for a pen,
pencil or eraser, someone talks about leaving his book at home, someone informs the
teacher about a student chewing gum in class, or they complain to each other (Mrs, John
is cheating!).
At this point, any publications were excluded which, according to the document
title, were clearly not systematic reviews or meta-analyses or addressed topics that were
not directly relevant to the current REA (e.g. concerning first language acquisition or
learner populations with speech and language impairments). Where the relevance of a
review could not be judged based on the title alone, the document was retained for the
next stage of screening. Electronic copies were obtained of the 137 eligible documents
which remained after the initial review and deduplication.
Next, we reviewed the abstracts, structured summaries and/or executive summaries
of the longlisted publications, applying the inclusion and exclusion criteria listed in
Table 2.1. Each of the documents marked for inclusion was also tagged with the review
27
question or questions which the reviewers thought it helped to address. All abstracts and
summaries were dual screened; that is, each was read by two members of the research
team and any disagreements were resolved through discussion. In cases where a clear
decision on any of the inclusion/exclusion criteria could not be reached based on the
abstract or summary alone, the publication was retained for additional review. In total,
78 publications were longlisted for full-text review.
The aforementioned quality assessment served as the basis for a discussion among
the research team with the objective of selecting the highest quality syntheses which
were also the most relevant to the four review themes specified at the top of paper.
Since most reviews addressed only one of these themes, we aimed to select several
reviews per theme.
The research team first considered those reviews which had been given the highest
overall score (item 12) on the adapted CASP checklist, as well as the highest average
score (mean of items 1–12). In addition, more recent reviews were given preference
over older reviews and reviews which covered the review questions more thoroughly
were given preference over those which covered them only partially. Furthermore, the
reviews addressing the same theme were selected to be thematically complimentary: For
example, the highest scoring review assessing the outcomes of FL medium of instruction was focused entirely on Englishmedium instruction in Hong Kong (Lo & Lo,
2014). Therefore, the researchers also selected syntheses which included studies
conducted in other contexts.
This method, we selected two to three potential seed reviews per research topic.
The aims and methods of these reviews are briefly summarised in Table 2.2, whereas
their outcomes will be discussed in the findings section of this report. It must be noted
at this point that no suitable systematic reviews were identified in this REA which
addressed the fourth research theme (the transition to majority language instruction for
new arrivals, RQ6). We therefore exclude RQ6 in our discussions henceforth.
As the relevance and quality of some of the studies selected as seed reviews had
only been assessed by one researcher during the previous shortlisting phase, we con28
ducted additional assessments at this stage using the same adapted CASP checklist.
Each of the potential seed reviews was thus assessed by a total of three members of the
research team, and all of them were agreed to be highly relevant and of acceptable
quality to form the basis for this REA.
The communicative approach to learning and teaching a foreign language in elementary grades differs from the communicative approach to teaching English to
teenagers and adults. Younger school-aged children enjoy pretending to be doctors or
pilots. They enjoy pretending to be a firefighter or a doctor, even though they have
never been in such a situation. Therefore, it is possible to organize communicative
activities in the first grades by organizing dramatized, dialogue-oriented, plot-role
games. Formative, developmental and communicative game exercises have been
prepared for students of I-II classes on each topic.
29
CONCLUSION
In this course work, the methodology of providing information on lexical skills in
students is studied as a branch of linguistics that studies the pronunciation options of
language units and the laws of their operation in different spheres and situations of
communication.
The main ones are analyzed in this article with examples from literary texts in English and Russian. Speech sounds, word length, word stress, rhythm and rhyme are
carefully studied by linguists as means of phono-stylistics, but the phonetic means of
the language are not studied enough. The method of providing information about the
lexical pronunciation options of language units and the laws of their operation in
different fields and situations of communication. We hope that this method will be
useful for teachers, teachers and researchers who work with lexical skills. Probes used
to learn information about lexical skills are used in an interactive session with professors of elementary education schools. The topics covered by the method may be useful
in other contexts or applied to other characteristics of professors. Formats can be
developed with full instructions for precautions and subtopics, following guidelines for
the use of probes and their own discipline.
This methodology was created to use in order to find out the type of information
about the lexical skills of teachers of primary education schools. This methodology
provides a classification of questions about lexical skills, which makes it possible to
determine which aspects of word knowledge can be questioned. General structure
questions are used in an interactive session with a teacher of the Basic Education School
who performs activities such as reading with his students. This methodology allows for
information on teacher awareness and outcomes that are very useful for designing or
selecting vocabulary development activities. The purpose of this study is to experiment
with a methodology attached to pedagogical practices related to the demands of social
contexts. teaching compilation and spelling skills. The test instructions and specific
objecttives are given below:
30
Based on the importance of working with students' reading and writing processes,
the following study appeared with the main goal of analyzing the contribution of a
methodology that includes and takes into account the full development of early literacy
(reading, writing and phonological) . skills) and the interaction of students' level of
lexical proficiency at the beginning of the formal reading and writing process. We try to
answer the following questions:
The different forms of interaction in society and the change in habits and preferences created by the digital age have taken the digitized and technological world into
overdrive. It introduced a new way of reading, communicating, living and thinking.
Despite these great advances, alphabet codes, reading, writing, and using language in
general are still very important skills. Therefore, it is necessary to focus on daily
experience and teach the subject in depth. Handwriting is a skill that supports learning
and encourages the development of compilation and spelling skills.
The development of a methodology for assessing lexical skills in students in grades
3-4 within the primary foreign language education setting addresses a critical need in
language pedagogy. Through the implementation of this methodology, educators can
gain valuable insights into students' vocabulary knowledge, comprehension, and usage,
enabling them to make informed instructional decisions tailored to individual learning
needs. By incorporating age-appropriate assessment components and strategies, such as
vocabulary tests, reading comprehension tasks, and oral communication exercises, the
methodology ensures a holistic evaluation of students' lexical proficiency.
Furthermore, the iterative development process of the methodology, informed by
both theoretical frameworks and empirical observations, ensures its relevance and
effectiveness in real-world classroom contexts. The methodology provides clear
guidelines for educators on administering assessments, interpreting results, and providing targeted feedback to students. Moreover, its adaptability allows for seamless
integration into diverse classroom settings, catering to the linguistic diversity and
varying proficiency levels among students.
31
Overall, the methodology presented in this course paper not only serves as a valuable tool for assessing lexical skills but also contributes to the advancement of primary
foreign language education practices. By fostering a deeper understanding of students'
lexical development and facilitating tailored instruction, the methodology ultimately
empowers educators to nurture language proficiency and academic success in young
learners. As primary foreign language education continues to evolve, the continued
refinement and implementation of such methodologies remain crucial in ensuring
effective language learning outcomes for students in grades 3-4 and beyond.
These assessment tools and techniques provide educators with valuable insights
into students' lexical skills, enabling them to identify areas where students may need
additional support and tailor instruction to meet individual learning needs. By employing a combination of assessment methods, educators can gather a comprehensive picture
of students' vocabulary development and track their progress over time.
32
РЕЗЮМЕ
В данной курсовой работе методика предоставления информации о лексических навыках у студентов изучается как раздел языкознания, изучающий варианты произношения языковых единиц и закономерности их функционирования в
различных сферах и ситуациях общения.
Основные из них анализируются в данной статье на примерах из художественных текстов на английском и русском языках. Звуки речи, длина слова,
словесное ударение, ритм и рифма тщательно изучаются лингвистами как средства фоностилистики, но фонетические средства языка изучены недостаточно.
Методика предоставления информации о лексических вариантах произношения
языковых единиц и закономерностях их действия в разных сферах и ситуациях
общения. Мы надеемся, что этот метод будет полезен учителям, преподавателям и
исследователям, работающим с лексическими навыками. Зонды, используемые
для изучения информации о лексических навыках, используются в интерактивном
занятии с преподавателями начальных школ. Темы, охватываемые этим методом,
могут быть полезны в других контекстах или применены к другим характеристикам профессоров. Форматы могут быть разработаны с полными инструкциями по
мерам предосторожности и подтемами, в соответствии с рекомендациями по
использованию датчиков и собственной дисциплиной.
Данная методика создана для использования в целях выяснения типа информации о лексических навыках учителей начальных школ. Данная методика
обеспечивает классификацию вопросов о лексических навыках, что позволяет
определить, какие аспекты знания слов могут быть подвергнуты сомнению.
Вопросы общей структуры используются на интерактивном занятии с учителем
основной школы, который выполняет такие действия, как чтение, со своими
учениками. Эта методология позволяет получить информацию об осведомленности учителей и результатах, что очень полезно для разработки или выбора мероприятий по развитию словарного запаса. Целью данного исследования является
экспериментирование с методологией педагогической практики, связанной с
33
требованиями социального контекста. обучение навыкам составления и правописания. Инструкции по тестированию и конкретные цели приведены ниже:
Учитывая важность работы с процессами чтения и письма учащихся, появилось следующее исследование с основной целью проанализировать вклад методологии, которая включает и учитывает полное развитие ранней грамотности
(чтения, письма и фонологической). навыков) и взаимодействие уровня лексической подготовки учащихся в начале формального процесса чтения и письма. Мы
стараемся ответить на следующие вопросы:
Различные формы взаимодействия в обществе, а также изменения в привычках и предпочтениях, вызванные цифровой эпохой, привели к тому, что цифровой
и технологический мир стал чрезмерно активным. Он представил новый способ
чтения, общения, жизни и мышления. Несмотря на эти большие достижения,
алфавитные коды, чтение, письмо и использование языка в целом по-прежнему
остаются очень важными навыками. Поэтому необходимо сосредоточиться на
повседневном опыте и углубленно преподавать предмет. Письмо от руки — это
навык, который поддерживает обучение и способствует развитию навыков
компиляции и правописания.
34
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