Designing vocabulary tasks contents introduction

Investigation of the problem. There are many suggestions in the literature as how to teach beginners and how to design vocabulary tasks for beginners of English as a second language. This problem was investigated by many scholars e.g., Thornburry, Gairns Redman, S. Krashen, Herrel, Miller and Graves are among them.
Construction of the qualification paper. It consists of introduction, two chapters, conclusion and the list of literature. Total amount of the work is 60 pages. Chapter I is about language teaching methodology and how to teach beginners of English as a second language. Chapter II consists of 3 parts. In this chapter, we gave some information about general and private vocabulary system, ways of enlarging vocabulary base and different ways of presenting vocabulary.

Chapter I. LANGUAGE TEACHING
The act of teaching and learning is intricate, not something that can be reduced to a few methodological prescriptions. Furthermore, the role of teachers is not one of simply receiving prescriptions from others that are subsequently ‘implemented’ in their context. Rather, teachers come to the act of teaching and learning with their own dynamic framework of knowledge and understanding of their own personal, social, cultural and linguistic make-up and that of their students. Their experiences, beliefs, ethical values, motivations and commitments are part of their framework of knowledge and contribute to their stance and identity as a teacher.²
In teaching, the teacher’s framework interacts with those of their students as they work together to develop new understandings. This framework is continuously evolving, based on our distinctive experience and reflection on that experience. It provides the frame of reference through which, in day-to-day teaching, teachers create learning experiences for students and interpret and make meaning of their learning. It is through this framework that teachers appraise the value of their own teaching and new ideas with which they might wish to experiment, to further develop or change their ways of teaching.
In reading and working, teachers will bring their own frameworks of understanding to make sense of their work. The ideas and understandings that follow are a way of contributing to the professional dialogue that teachers, as educators, have with themselves in developing a personal stance and with colleagues and others in developing a collective professional stance.
Teachers need to analyse their personal, professional teaching 'stance': the professional big-picture understanding and position they bring to their work which
shapes their programs and pedagogies. Teachers to consider their stance and develop it with regard to:
- professionalism and knowledge of education, teaching and learning
- personal and professional experience and self-understandings
- understandings of new and different contexts for students, teachers and communities and their impacts on learning
- contemporary understandings, including complexities and ambiguities, of languages and pedagogy
- the relationship of experience and past practices to new situations and new understandings as their stance develops and changes.
None of our personal and professional beliefs, perspectives or commitments are ever static, teachers think about when considering the development of a personal and professional stance.³