Z. M. Bobur nomidagi andijon davlat universiteti chet tillar fakulteti ingliz tili va adabiyoti kafedrasi

1.Common (proper) translation. Ex. to sleep - спать; flower - цветок.
2.Translation-interpretation. Ex. to go - ехать, идти, лететь (движение от говорящего), education - воспитание, образование.
The choice of ways and techniques is a very important factor as it influences pupils’ assimilation of words.
The choice of the way for conveying the meaning of a word depends on the following factors:

1. 
   Psychological factors:
   

1. 
   pupils’ age: the younger the pupils are the better is the chance for the use of the direct way;
   
2. 
   pupils’ intelligence: the brighter the child the more direct the way.
   

2. 
   Pedagogical factors:
   

1. 
   the stage of teaching (junior, intermediate, senior)
   
2. 
   the size of the class; in overcrowded classes the translation is preferable because it is economical from the standpoint of time required for presentation, so more time is left for pupils to do exercises in using the word.
   
3. 
   the time allotted to learning the new words; when the teacher is pressed for time he turns to the translation;
   
4. 
   the qualifications of the teacher: the use of the direct way requires much still on the part of the teacher.
   

The direct way is usually a success provided the teacher can skilfully apply audio-visual aids and verbal means.

3. 
   Linguistic factors
   

1. 
   abstract or concrete notions: for conveying the meaning of abstract notions the translation is preferable;
   
2. 
   extent (range) of meaning in comparison with that of the Uzbek language: in cases where range of meaning of a word does not coincide in the mother tongue and in the target language the translation-interpretation should be used (e.g. education).
   

Two groups of exercises may be recommended for vocabulary assimilation.
Group 1. Exercises designed for developing pupils’ skills in choosing the proper word.
Group 2. Exercises designed to form pupils’ skills in using the word in sentences.
Group 1 may include:

1. 
   Exercises in finding the necessary words among those suggested;
   
2. 
   Exercises in finding the necessary words among those stored up in the pupils’ memory (9 types are mentioned in the book by G.V.Rogova).
   

Group 2 may include:

1. 
   Exercises in inserting the necessary words in word combinations, phrases, sentences;
   
2. 
   Exercises in using word combinations, phrases, sentences stored up in pupils’ memory in connection with situations given.
   
3. 
   Exercises which help pupils to acquire skills in using vocabulary in speech which may be stimulated by: a) visual materials; b) verbal means; c) audio-visual materials.
   

Stages in teaching vocabulary
There are two stages in teaching vocabulary: presentation or explanation, retention or consolidation.
The process of learning a word means to the pupils:

1. 
   Identification of concepts, i.e. learning what the word means.
   
2. 
   Pupil’s activity for the purpose of retaining the word.
   
3. 
   Pupil’s activity in using this word in the process of communication in different situations.
   

Accordingly, the teacher’s role in this process is:

1. 
   To furnish explanation, i.e. to present the word, to get his pupils to identify the concept correctly.
   
2. 
   To get them to recall or recognize the word by means of different exercises.
   
3. 
   To stimulate pupils to use the words in speech.
   

The associative communication is of great importance for memorizing and using new words. There are five types of associative communication:
1. synonyms;
2. antonyms;
3. equally related notions: table-chair (furniture);
4. widening of the meaning: table-furniture, apple-fruit;
5. connection of the notions: illness-death (cause and effect relations), soldier-army (the relations between the part and the whole).
Selection of vocabulary minimum
The term «selection» is widely spread in methodology of FLT. Vocabulary selection concerns solution of two problems: 1) defining units/items and principles (criteria) of selection.
Word-meaning is a practically rational for unit/item of lexical minimum selection. A word, word-combination, or phrase can be considered as a unit of selection.
In accordance with indications’ characteristics all the principles are distinguished into interrelated groups: