Psychological and Linguistic Peculiarities of the English Vocabulary From the view point of psychology words (vocabulary) are the complicated phenomenon which stimulate perceiving and understanding the speech.
As a stimulator there are two aspects of the word: on the one hand we hear, listen to the words and see it in written form, and a person gives an answer with the help of words on the other hand.
As a persons answer we can see one more aspect (the third) of the word-action aspect. The pronunciations and writing (spelling) of the words are realised by actions (by brain activities). Thus, the assimilation of words by a pupil depends on the activity of the higher nervous system (correlation of seeing, listening, hearing reflexes in the brain). So the psychological structure an meaning of a word consists of listening, seeing, (visual) pronunciation and writing activities. In teaching pupils English vocabulary the teacher-methodologist should bear the psychological aspects in mind. Words are elements of the language used in the act of communication. They are single units, and as such cannot provide the act of communication by themselves they can provide it only when they are combined in a certain way. In teaching pupils vocabulary both the ear and the organs of speech should take an active part in the assimilation of words, pupils should have sample practise in hearing words and pronouncing them not only as isolated units but in various sentences in which they occur.
Rule 1 for the teacher: While teaching pupils vocabulary introduce words in sentence patterns in different situations of intercourse. Present the words in keeping with the structures to be taught.
Rule 2 for the teacher:Present the word as an element, i.e., in a sentence pattern first. Then fix it in the pupils’ memory through different exercises in sentence patterns and phrase patterns.
