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627
IMPROVING THE METHODOLOGY OF DEVELOPING ENGLISH VOCABULARY
IN PRIMARY STUDENTS
Gulibonu Muhammadjonova
Teacher of English Language and Literature
rustamonovnabona@gmail.com
+998908600449
Annotation:
This article discusses the issues of improving the methodology of developing
English vocabulary in primary school students. Vocabulary is considered as a key factor in
language learning, and the effectiveness of traditional and modern methods is analyzed. In
particular, the advantages of interactive games, visual materials, multimedia tools, and the CLIL
approach are substantiated with examples. The results of the experiment show that modern
methods significantly increase the effectiveness of vocabulary acquisition. The author gives
recommendations on taking into account psychological and pedagogical characteristics and using
innovative technologies in the process of forming vocabulary in students.
Keywords:
primary education, English, vocabulary, interactive methods, CLIL, game
technologies, psychological and pedagogical approach, multimedia.
Among the reforms implemented in the education system of Uzbekistan in recent years, special
attention is paid to the teaching of foreign languages, in particular, English. In accordance with
the Presidential Decree of December 10, 2012, English began to be taught as a compulsory
subject in general secondary schools starting from the 1st grade. This requires the formation of
foreign language competence in students from an early age.
The primary education stage is an important period in the formation of interest and motivation in
language learning in students. In particular, the process of expanding vocabulary (vocabulary)
forms the main foundation of language skills. Because without mastering the necessary
vocabulary, the student cannot fully develop such basic language competencies as listening
comprehension, speaking, reading and writing.
Today, along with traditional approaches to teaching English, the use of modern methods such as
interactive games, multimedia tools, visual materials and CLIL is yielding effective results.
Therefore, it is necessary to introduce innovative approaches to teaching vocabulary, adapt them
to psychological and pedagogical principles and take into account the age characteristics of
primary school students.
This article analyzes the issues of improving the methodology for developing English vocabulary
in primary school students, the effectiveness of traditional and modern methods and the results of
practical experience.
During the years of independence, fundamental reforms were carried out in the education system
of Uzbekistan. In particular, the issue of teaching foreign languages has become one of
the important directions of state policy. In accordance with the Presidential Decree of December
10, 2012, English began to be taught in general secondary schools starting from the 1st grade [1].
One of the main tasks of teaching English in primary education is to expand students' vocabulary,
that is, to form and develop vocabulary. Because all the basic language skills (listening, speaking,
reading, writing) directly rely on vocabulary [2].
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Developing vocabulary involves not only memorizing new words, but also using them correctly
in real communicative situations. Therefore, it is necessary to improve methodological
approaches to effectively teach vocabulary.
The issue of developing English vocabulary in primary education has been widely studied in
world and domestic pedagogical science. In particular, foreign researchersScientists such as
Aitchison, Nation, Cameron conducted scientific research on the role of vocabulary in the
language learning process, methods and effective strategies for gradually expanding the
vocabulary. Their works emphasized that the process of teaching vocabulary is effective not only
through memorization, but also through its use in communicative situations.
Also, the psychologist L. S. Vygotsky, through his theory of the “zone of proximal
development”, substantiated the importance of cooperation with teachers and peers in the
acquisition of new knowledge and skills by students. This idea also indicates the need to use
psychological and pedagogical approaches in teaching vocabulary.
In Uzbekistan, since the years of independence, many scientific and practical studies have been
conducted in the field of teaching foreign languages. In particular, scientific articles, textbooks
and methodological guides have been created on teaching foreign languages from an early
age, using innovative methods in primary grades, and expanding students' vocabulary. Research
conducted by Karimova (2021) scientifically substantiated the fact that interactive methods
significantly increase the effectiveness of vocabulary acquisition.
In general, although the theoretical and practical foundations of vocabulary development have
been sufficiently studied, the development of new methodological approaches appropriate to the
age characteristics of primary school students and their widespread use in practice remain
relevant today.
1. The importance of vocabulary development in primary education
Vocabulary is the main tool for a student in the process of language learning. Without mastering
new words, a student cannot construct sentences, understand what he hears, and express his
thoughts in written speech [3].
Linguists (Aitchison, Nation, Cameron) argue that the 1000–1500 most frequently used words at
the primary level create the main communicative opportunities for the student [4]. Therefore,
great attention should be paid to teaching this basic vocabulary in the early years.
2. Psychological and pedagogical aspects of vocabulary teaching
Psychologist L. S. Vygotsky introduced the concept of the “zone of proximal development” in
the development of children, in which the child acquires new knowledge with the help of his
peers and adults [5]. Therefore, vocabulary development should also be a process in which the
student actively participates.
The following psychological factors are important for primary school students:
• Propensity for game activity.
• Faster learning through sight and hearing.
• High dependence on interest and motivation.
Therefore, it is necessary to widely use visual aids, interactive games and multimedia in
vocabulary teaching.
3. Vocabulary development methods
Traditional methods:
• Memorizing and translating words.
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• Working with cards and lists.
• Reinforcement through exercises.
Modern methods:
• Interactive games (“Memory game”, “Guess the word”).
• Context-based learning (story, dialogue).
• Using information technologies (mobile applications, multimedia).
• Learning science and language together through the CLIL (Content and Language Integrated
Learning) method [6].
4. Effective methods for primary school
• Learning based on pictures and visual materials - students memorize new words faster through
pictures.
• Strengthening vocabulary through games - for example, verbs are strengthened through the
game “Simon says”, and nouns through “Bingo”.
• Pair and group exercises - students use vocabulary by asking each other questions and talking.
• With the help of songs and poems - the process of memorization through hearing is accelerated.
5. Practical experiments and observationsIn the pilot lessons held in 2022 at comprehensive
school No. 5 in Tashkent, 2nd grade students were divided into two groups:
• In the group taught using the traditional method, students mastered 120 new words in 3 months.
• In the group using interactive methods, 170 new words were mastered in 3 months.
Thus, interactive methods increase the efficiency of vocabulary acquisition by approximately
40% [7].
6. Conclusions and recommendations
The following recommendations can be made to improve the methodology for developing
vocabulary in primary school students:
1. Widely use interactive games and visual materials when teaching vocabulary.
2. Each new word must be used in context (sentence or dialogue).
3. Selecting exercises appropriate to the age psychology of students.
4. Using modern technologies such as multimedia and mobile applications in lessons.
5. Teaching vocabulary not only to memorize, but also to use it in real communication.
References
1. Resolution of the President of the Republic of Uzbekistan dated December 10, 2012 No. PQ-
1875.
2. Cameron, L. Teaching Languages to Young Learners. Cambridge: CUP, 2001.
3. Nation, I. S. P. Learning Vocabulary in Another Language. Cambridge: CUP, 2005.
4. Aitchison, J. Words in the Mind: An Introduction to the Mental Lexicon. Oxford: Blackwell,
2012.
5. Vygotsky L. S. Thinking and Speech. – Moscow, 1982.
6. Marsh, D. CLIL: Content and Language Integrated Learning. Cambridge: CUP, 2002.
7. Karimova, D. "Interactive methods in vocabulary in teaching vocabulary in primary schools".
Uzbek Journal of Pedagogical Research, 2021
