Vocabulary enrichment of primary school pupils through video and audio materials Contents



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VI.Conclusion
In conclusion, vocabulary enrichment for primary school pupils through video and audio materials can be an effective method to enhance their language skills. By exposing children to a range of multimedia sources, they are able to learn new words and phrases in a fun and engaging way. This approach also offers opportunities for active participation and interactive learning, which fosters greater retention of information. Additionally, the use of visual aids and sounds can help students understand the context and meaning of words more easily. Therefore, incorporating video and audio materials into primary school curricula can be a valuable tool for educators seeking to promote literacy and language development among young learners.
One effective way to improve the language skills of primary school students is to use video and audio materials to expand their vocabulary. This approach provides a fun and engaging way for children to learn new words and phrases, and also offers opportunities for active participation and interactive learning which can help them retain information better. The use of visual aids and sounds in these materials can also make it easier for students to understand the meaning and context of words. Therefore, incorporating multimedia sources into primary school curricula can be a valuable tool for educators who want to promote literacy and language development among young learners.
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1 Mirziyoyev Sh. M. President of Republic of Uzbekistan. 2019 the speech of videoselector.

2


3 Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40 (2), 184-202.



4Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40 (2), 184-202.



5 Kansas Health Foundation. VMOSA: An approach to strategic planning. Wichita, KS: Kansas Health Foundation.

6 Larsen-Freeman, D., & Celce-Murcia, M. (2016). The grammar book: Form, meaning, and use for English language teachers (3rd Ed.). Boston: National Geographic Learning.

7


85 Fawcett, S., Paine, A., Francisco, V., Richter, K., Lewis, R., Harris, K., Williams, E., & Fischer, J., in collaboration with Vincent, M., & Johnson, C. (1992). Preventing adolescent pregnancy: an action planning guide for community-based initiatives. Lawrence, KS: Work Group on Health Promotion and Community Development, University of Kansas.

9 Sinatra, R, Zygouris-Coe, V & Dasinger, S 2011, Preventing a vocabulary lag: What lessons are learned from research, Reading & Writing Quarterly, 28(4), pp. 333-334

10 Hill, S. (2012). Developing early literacy: assessment and teaching (2nd ed.). South Yarra, Vic. Eleanor Curtain Publishing.

11Konza, D. (2016). Understanding the process of reading: The big six. In J. Scull & B. Raban (Eds), Growing up literate: Australian literacy research for practice (pp. 149-175). South Yarra,Vic. : Eleanor Curtain Publishing.

12 Paris, S. (2005). Reinterpreting the development of reading skills. Reading Research Quarterly, 40 (2), 184-202.

13 Sinatra, R, Zygouris-Coe, V & Dasinger, S 2011, Preventing a vocabulary lag: What lessons are learned from research, Reading & Writing Quarterly, 28(4), pp. 333-334

14 Neuman,S.B., & Wright, T.S. (2013). All about words: Increasing vocabulary in the Common Core classroom, PreK–2. New York, NY: Teachers College Press.

15 Hirsch, E.D. (2003). Reading comprehension requires knowledge—of words and the world. American Educator, 27(1), 10, 12–13, 16–22, 28–29, 44.

16 https:\\www.goabroad.com.How to Use TPR Effectively as an Online teacher by BRIT TANY VARANO-Last updated on February 4,2021

17http:// en.m.wikipedia.org.\wiki\Silent_Way

18 Richards, Jack C.and Theodere S.Rodregers(1986) Approaches and methods in language teaching: A description solving activities in language classrooms


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