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

Vocabulary enrichment of primary school pupils
through video and audio materials
Contents:
Abstract……………………………………………………………………………..
I.Introduction…………………………………………………………………
II.Literature Review………………………………………………………………
III.Research Methodology…………………………………………………………
IV.Data Analysis………………………………………………………………
V.Results and discussion…………………………………………….
VI.Conclusion…………………………………………………………….
VII.Reference………………………………………………………………
VIII.Appendix………………………………………………..


Abstract
The goal of vocabulary enrichment for primary school pupils is to introduce new words in an engaging and effective manner. One method that has gained popularity is through the use of video and audio materials. This paper explores the various benefits of using such materials as a means of vocabulary enrichment, including increased attention, retention, and motivation among students. The paper also examines the different types of media available for use, from educational videos to podcasts, and provides examples of successful implementation in primary schools. Finally, the paper discusses potential challenges and limitations, emphasizing the need for careful selection and assessment of materials to ensure their effectiveness in improving students' vocabulary skills. Overall, this paper argues that the integration of video and audio materials is a promising approach for vocabulary enrichment in primary schools.


I. INTRODUCTION
Many young Uzbeks strive to master the English language. At many universities across the capital, Tashkent, many Uzbek students enroll in English language courses. For many, the English language is a break from the past and represents a new future. For young men, English language is a natural step in their business endeavors. As one male student mentioned, “The English language will help me establish strong business connections and make my business wealthier.” For many female students I spoke with they view the English language as a way to gain a professional career in translation or further their higher education pursuits. Studying English has tangible benefits, which Uzbeks are already using to make a profit. According to the Caspian Policy Center, tourism in Uzbekistan has ‘nearly increased five-fold over the last three years.’ 1Included in this increase, are tourists from Europe and the United States, and as more Western tourists begin to visit the country, Uzbeks with knowledge of the English language are able to create an advantage for themselves in the tourism industry, especially as tour guides and owners of tour companies. Many Uzbek university students realize this, and that is why when English classes are offered, they quickly become filled. For example, at Tashkent State University of the Uzbek Language and Literature (TSUULL), there has been much demand for English language programing. TSUULL is the university most translators and interpreters study, and many of the students interviewed recognized the importance the English language has for their futures. As one student mentioned, "Without knowledge of the English language, no large corporation in Uzbekistan would take me seriously." Our modern life, English is International language in the world, "It is time to create a new system of teaching foreign languages in our country, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on the graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the director of each educational institution", Shavkat Mirziyoyev said. It was noted that an Agency to Promote the Study of Foreign Languages will be created under the Cabinet of Ministers. On May 6, a videoconference on measures to improve the system of teaching foreign languages was held under the chairmanship of the President Shavkat Mirziyoyev.¹ Annually in our country, several fields of knowledge are identified the development of which is given a priority. This year, physics and foreign languages have become such fields.
Language has important roles to develop intellectual, social, emotional aspects and to determine success in studying all subject matters. It expectedly helps the student to reflect their experiences to show their idea and feelings and also to understand any kinds of meaning. English, then, is chosen as the first foreign language to be learned by students in both formal and non-formal education in our country. It is included in the curriculum as a compulsory subject for the Junior and Senior High School. While, for students in Elementary School, though English is given only as a local subject, it has an important role in preparing the students to continue their study to the next stages of education. Elementary school is the right place to make the students familiar with English. They, which still belong to young learners in average 6-12 years old, are the best time in absorbing something new things. For them, English is a new thing, therefore it will be more effective if it is taught to them at this level. In that level, students are always enthusiastic when they get something that they never got before. Besides, students can easily in recognizing and remembering something given to them although sometimes they will easily to forget too. For students in elementary school, it is suitable for introducing the basic of English that is vocabulary. Considering the importance of vocabulary competence, it is better to introduce new vocabulary earlier to the students. It makes them know and understand a. It is also the key aspect of language learning which consist of a list or set of words that individual speakers of language might use for speaking, listening, reading, and writing. As stated by Vermeer in Schmitt and McCarthy (1997: 140) that knowing the words is the key to understanding and being understood. Without an extensive vocabulary, students will be unable to use the structure and functions they have learned for communication. However, after observing the teaching and learning process at the fifth grade students of SD Negeri I Baturetno, Wonogiri, the write finds out that the students’ vocabulary mastery is still low. It can be seen from the students’ answer when they are asked about English. From the students’ statements above, the writer concludes that 1) the students get difficulties in recognizing words; 2) the students get difficulties in remembering words; 3) the students get difficulties in grasping the meaning of English words; 4) the students get difficulties in pronouncing words correctly; and 5) the students get difficulties in writing words correctly. In addition, because of their assumption that English is a difficult subject, it makes the classroom situation do not conducive for teaching-learning process. It can be seen from 1) students often play and chat with friends during teaching-learning process; 2) students often ask permission to go to toilet; 3) most students did not write notes given by teacher; 4) students are easy to get bored in following English class; and even 5) some students look sleepy in the class. Those problems may arise because the students do not have highly motivation in following English class and even they think that it is not interesting. Besides, there are limited media that can be used by teacher as teaching aids. In teaching them, the teacher tends to use drilling and translation method. Those may be useful methods if those are applied on higher level, but it is not effective for elementary level. The students, which still belong to young learners, are easy to get bored and only can concentrate in a short time. Basically, they cannot learn in a serious way and need to be taught in a fun activity. Therefore, the students not only have a perception about English that it is a difficult subject but also it is a boring subject. Remembering that young learners different from adults, it is different teaching English at elementary students from teaching it in the higher level students. Elementary students as young learners or children have certain characteristics and it needs certain treatments too. For instance, children are easy to get bored the lesson or things they are playful during the lesson. English is International language used by many people in the world, so many people want to learn foreign language and also their children want to learn this language. In modern English there are different types of interactive ways of teaching foreign language to primary school pupils and among them teaching through audio and video materials are the most effective one, in teaching vocabulary or improving vocabulary skill. Therefore, I reviewed some researches on important role audio and video materials in increasing vocabulary. The actuality of the theme of the course work: One of the great advances that has been made in the last 5 years in the education sector in the Uzbekistan is the increasing influence of large scale research. For this very reason, it becomes necessary that we train our learners of English as a second language to be competent users of English. It is clear, in these days, due to the some new revisions in language teaching and learning system in Uzbekistan, foreign language proficiency becomes priority demand for the specialists of all the spheres. This issue demands a great responsibility from non-linguistic institution teachers in terms of professional development. There upon, several problems arose in language teaching system, one of the most significant was the learners attitude to foreign languages, especially in non-linguistic higher education institutions. Although, almost all the students who have just entered the university and faced the challenge of acquiring a foreign language accept it and feel motivated, a few of them feel the same by the end of academic year. The time has come to create in Uzbekistan a new system of teaching foreign languages, which will become a solid foundation for the future. Since we set ourselves the goal of building a competitive state, from now on, graduates of schools, lyceums, colleges and universities must be fluent in at least two foreign languages. This strict requirement should become the main criterion for the work of the head of each education institution, Shavkat Mirziyoyev said. Realizing this, Uzbekistan has begun to refine the role of English even in our future development and took several serious steps to cover not only educational institutions but also state organizations so that they would be able to set up international relations with foreign societies. The process of globalization and international integration in both science and industry puts foreign language proficiency in priority list. Thus, the aim of language teaching requires authentic and contextualized language use, which is the ingredient of communicative language teaching. National educational standards demand the focus on communicative abilities of graduate students.
Background knowledge is the amount of information or knowledge someone has on a particular topic. Background knowledge is acquired by the number of experiences someone has in life or the amount of knowledge they have retained from reading or listening. Reading a variety of genres of books, listening to multiple media sources, and engaging in conversations on multiple topics only increase someone’s background knowledge. Background knowledge helps students of all ages and reading levels fully understand text. When students activate their prior knowledge, their reading comprehension grows. Background knowledge is a critical component in determining a student’s success in reading comprehension. This one element can often make or break a child’s reading comprehension level. Comprehension is the ultimate goal of reading. Making connections is an important reading strategy that encourage readers to share text to self connections, text to text connections, and text to world connections. When students share their connections, through conversation, writing, or illustration, this is a strong indicator of a child’s background knowledge. Background knowledge can be most helpful in comprehending nonfiction text, which often proves to be a difficult genre for students to fully understand. When readers have a wealth of previous life experiences or have gained information about a specific topic or content area, their reading comprehension level is automatically increased. When a student already has the background knowledge to support a full understanding of the presented text, their level of comprehension expands. These students are able to easily analyze and interpret, explain their perspective, infer and summarize the text simply because they feel more confident in the subject matter. The more information a student has on a topic, the easier it is for the student to read, recall, and understand the text. Outside of school, a child’s level of opportunity or experience often depends on their family’s routine or dynamics. In order to provide an equal playing field to support student reading success teachers, teachers should consider implementing background knowledge in every literacy lesson. The Background Information Form (BIF) provides a systematic way to gather child information that can be used for mental health programs, special education, general education, and research and evaluation. Once collected, the information can be used to better understand the child and to develop program goals. Prior knowledge or background knowledge is formed from one's life experiences. Prior knowledge helps children to make connections to their world in order to expand their ideas. Let's dive in and explore six strategies that can help children build on prior knowledge and develop new skills.
Preschool is a critical time for cognitive development. This lesson will discuss strategies teachers can use in the childcare setting to build on prior knowledge, while sparking curiosity in our young learners. Teachers can try to talk to infants as much as possible throughout the day and encourge dialogue. When an infant 'talks' back, be sure to imitate any sounds they make, such as 'ga,ga.' When talking babies, teachers should use parents, which is high pitched sound with stretched out vowels. Teacher should always listen to their students and intentionally expand their ideas. For example, if you see a child really interested in bugs during outside play time, ask them about their favourite bugs.Then introduce them to some new bug books in the reading center as they build on prior knowledge and expand their thinking.Teachers can activate prior knowledge about a particular topic by making text connections to the topic at hand.For example, the teacher may ask students to recall a trip to the grocery store with their family.The teacher may ask the students what they remember seeing and add pictures of these items to a brainstorming web. As teachers we can promote cognitive development in preschool children by helping them build on prior knowledge. We must help them make connections to the world around them and promote dialogue as early as possible by repeating their sounds and using parentese or high-pitched sounds with stretched out vowels. We can read stories to our children and expand on their ideas using story starters, props, and finger puppets, and we can provide many opportunities for them to practice and repeat concepts on their own. These opportunities will help ignite lifelong learners. Background knowledge is a reader's understanding of the specific concepts, situations and problems associated with the words encountered in the text. Knowledge of the topic provides readers enough understanding to make meaning and build onto what they currently know. In an academic sense, background knowledge also includes content knowledge, academic language and vocabulary necessary for comprehending content information. Prior knowledge is a term also used to define background knowledge. Background knowledge is a reader's understanding of the specific concepts, situations and problems associated with the words encountered in the text. Knowledge of the topic provides readers enough understanding to make meaning and build onto what they currently know. Background knowledge may also be referred to as content knowledge. It is closely tied to vocabulary, an understanding of word meanings, however, it goes beyond to mean understanding the circumstances, situations, or ideas that impact comprehension of the reading. Prior knowledge differs slightly from background knowledge. Prior knowledge includes the experiences, understandings, skills, and abilities children bring to the learning process, including cultural and language knowledge (Hennessy, 2021).² These understandings are essential foundations for future learning as learners connect those pieces of information to new learning. Essentially, children build upon prior knowledge to develop a depth of background knowledge in specific areas. Authors of text assume readers have enough background knowledge to access the meaning to work with the text. Therefore, as children read increasingly more complex text, their background knowledge will help them comprehend and develop further understanding.
This is because "...knowledge is not only cumulative, it grows exponentially. Those with a rich base of factual knowledge find it easier to learn more - the rich get richer." (Willingham, 2006).³ In some research studies, having some background knowledge of the text topic was more valuable to comprehension than strategies such as visualizing, summarizing, predicting, or making inferences. In fact, having some background knowledge helps readers use strategies to make sense of their reading. Background knowledge is information that a student does not have but gains through teaching. For example, a student with prior knowledge in math may lack the language ability to express that knowledge if they move to a new school and are learning a new language. Background information can serve as a proxy to prior knowledge. If someone does not have prior knowledge on a topic, someone who does can provide that person with the necessary background information. Prior and Background Knowledge in Reading ComprehensionPrior knowledge and background knowledge in reading comprehension are common issues in education. Cultural and geographical differences can impact the prior knowledge of a student, and it is the role of the teacher to build background knowledge in these instances. For example, classroom lessons and reading assignments that assume students have prior knowledge about a certain topic or concept may not be an appropriate activity for students who are learning English as a second language. Students with different cultural backgrounds who are learning a language may need teachers to provide them with background knowledge to supplement these classroom activities. As another example, students who have had a lot of academic training in their native language may not have the words to communicate what they know in English. Some students who have changed geographic regions in the middle of schooling may have the background knowledge that does not match their new classroom environment. In these instances, it is the teacher's role to assess students' background knowledge in order to provide them with appropriate learning activities. Background knowledge is information that a student does not have but gains through teaching or instruction. Consider the previous example of a student who moves to a new geographic region in the middle of a school year. The student had prior knowledge in biology from taking classes on the topic at the previous school, but they lack the language ability to express that knowledge at the new school. The background knowledge in this example is the language and cultural context of the new geographic region. Background knowledge for students that are learning English as a new language is any information that provides clarification to help their understanding of new material. Teachers can help students in building background knowledge. Teachers can give students various types of learning activities, such as worksheets, games, and instructional videos. They can also give students research assignments that are structured to help elucidate concepts in the new language if the student is learning a second language. Teachers can also share their experiences with students as a way to relate to them. Other strategies for building background knowledge in English language learners include visiting museums, attending festivals, and discussing pictures. Prior knowledge refers to the knowledge a student has regarding a particular topic based on their previous experiences or learning activities. For example, a graduate student who was training in experimental methodology has prior knowledge on that topic. And that student has more prior knowledge on that topic than a student who has never been trained in experimental methodology. It makes good sense that to comprehend a story or text, readers will need a threshold of knowledge about the topic. Sometimes we call it domain-specific knowledge or topical knowledge. Without such knowledge, it becomes difficult to construct a meaningful mental model of what the text is about. Consider the following examples. Informational text tends to have a greater density of vocabulary and concepts that are directly related to students' background knowledge (Price, Bradley, & Smith, 2012).⁴ And these demands placed on background knowledge only accelerate as students progress through the grade levels. Students will be required to apply previously learned concepts to increasingly complex text. They must read, discuss, and write about topics that are conceptually more difficult, and they will need to increasingly draw on intertextual linkages across subject areas. They'll be required to provide evidence from text, show deep and thorough understanding of these concepts, and think creatively about applying these concepts in new ways. Consequently, in much of the literature in reading, we have focused on skills associated with comprehension: decoding, vocabulary development, strategy instruction, and metacognition, among many others. But what we can see from this brief summary is that we have given very little instructional time to a skill that can play an enormous role in comprehending text. We would venture to guess that students' understanding of text is unlikely to improve unless we begin to more deliberately teach background knowledge. However, at the same time, we must recognize that knowledge is not just accumulating facts; rather, children need to develop knowledge networks, comprised of clusters of concepts that are coherent, generative, and supportive of future learning in a domain. Here's how we do it: Begin by teaching words in categories. For example, you can try something as simple as this: “I'm going to say the following words: strawberries, bananas, papayas, pineapples. They all are a type of… (fruit).” Categories of objects begin to develop concepts, and the use of generic nouns (fruit) has been shown to be highly related to language and vocabulary development. Use contrasts and comparisons. For example, you can give children puzzlers like, “Is an artichoke a type of fruit? Why is it or is it not a kind of fruit?” Puzzlers help children think outside the immediate context and consider the reasoning behind these contrasts and comparisons, which can further their understanding of categories and concepts. Use analogies. An analogy is another type of comparison, but this time the comparison is made between two things that are usually thought to be different from each other. Analogies help children build knowledge because they compare something new to something we already know. For example, try something like, “bird is to feather as dog is to… (fur).”⁵ Children can use similes (comparisons using the words like or as) or metaphors (comparisons without using like or as) to build new knowledge. Encourage topic-focused wide reading. Reading builds knowledge, but wide reading has typically been interpreted as reading about a lot of different topics, demonstrating breadth rather than depth in reading. Try this variation: Encourage children to identify an interest and read as many books as they can on one topic.
What you find is that children will develop a deeper knowledge and expertise on a topic. These interests will drive children to read more. Embrace multimedia. We often think that direct experiences are the most compelling ways to build knowledge. As many teachers can attest, there is nothing more thrilling than watching children engage in learning through direct experiences or seeing their delight and excitement on field trips and other activities.
Although it is certainly not a replacement for real-life experiences, multimedia can often provide a wealth of information that we could only wish to experience firsthand. Further, it can introduce children to important words and concepts in a highly motivating way and build a shared knowledge base among all of your students. The importance of background knowledge is especially salient in the age of Common Core. To meet the demands of these new standards, children will be expected to develop knowledge through text, both narrative and informational, within specified difficulty ranges at each grade level. Informational text, in particular, is likely to have a greater density of conceptual language and academic terms than typical storybooks or narrative texts. Consequently, these texts will place increasing demands on children's prior knowledge, further attenuating other risk factors. Without greater efforts to enhance background knowledge, differences in children's knowledge base may further exacerbate the differences in children's vocabulary and comprehension. The imperative to foster children's background knowledge as a means for providing a firm foundation for learning, therefore, is greater than ever.
2) An objective is the statement of intent of what the researcher wants to do stated in clear, measurable terms Objectives become the guiding principles for the team throughout the study. They bring focus to your study and help align your team.Your research objectives should be SMART—Specific, Measurable, Achievable, Realistic and Time-contrained.We can enumerate three major reasons for formulating the objectives of the research; Focus the study on narrowing it down to essentials; Avoid collection of data that are not strictly necessary for understanding and solving the problem at hand; Organize the study in clearly defined components or phases.A research objective addresses the purpose of the investigation and the types of knowledge generated from one’s investigation. Looking at the objectives of the research, one can anticipate what is to be achieved by the study. A research objective indicates the population of interest and independent and dependent variables.
Many researchers state their research objective in the declarative form as a broad statement of purpose, such as the objective of this study is to examine the relationship between the initial salary (dependent variable) of those who are employed in NGOs (population of interest) and their previous job experience (independent variable).Your objective is what you are trying to achieve. Important objectives of method study are:
(1) The improvement of processes and procedures.
(2) Factory and work place layout improvement.
(3) Improvement in the design of plant and equipment.
(4) Reduction in unnecessary fatigue and movements.
(5) Use of improved materials, machines and man power.
(6) Better Working conditions.
While examining any problem, analyses should be done in a definite and ordered sequence. Usually the sequence is firstly defining the problems and obtaining all the relevant information regarding the problems. Then, there facts or information’s are examined critically. Then decision is taken and is acted upon. All this is always followed by routine checks. Objectives are the specific measurable results of the initiative. Objectives specify how much of what will be accomplished by when. For example, one of several objectives for a community initiative to promote care and caring for older adults might be: "By 2024 (by when), to increase by 20% (how much) those elders reporting that they are in daily contact with someone who cares about them (of what)."⁶ There are three basic types of objectives. They are:
Process objectives. These are the objectives that provide the groundwork or implementation necessary to achieve your other objectives. For example, the group might adopt a comprehensive plan for improving neighborhood housing. In this case, adoption of the plan itself is the objective.
Behavioral objectives. These objectives look at changing the behaviors of people (what they are doing and saying) and the products (or results) of their behaviors. For example, a neighborhood improvement group might develop an objective for having an increased amount of home repair taking place (the behavior) and fewer houses with broken or boarded-up windows (the result).
Community-level outcome objectives. These are often the product or result of behavior change in many people. They are focused on change at the community level instead of an individual level. For example, the same neighborhood group might have an objective of increasing the percentage of people living in the community with adequate housing as a community-level outcome objective. It's important to understand that these different types of objectives aren't mutually exclusive. Most groups will develop objectives in all three categories. Objectives should be S.M.A.R.T. + C.:
1)Specific. That is, they tell how much (e.g., 10%) of what is to be achieved (e.g., what behavior of whom or what outcome) by when (e.g., by 2025)?
2)Measurable. Information concerning the objective can be collected, detected, or obtained.
3)Achievable. It is feasible to pull them off.
4)Relevant to the mission. Your organization has a clear understanding of how these objectives fit in with the overall vision and mission of the group.
5)Timed. Your organization has developed a timeline (a portion of which is made clear in the objectives) by which they will be achieved.
6)Challenging. They stretch the group to set its aims on significant improvements that are important to members of the community.
There are many good reasons to develop objectives for your initiative. They include:
1)Having benchmarks to show progress.
2)Completed objectives can serve as a marker to show members of your organization, funders, and the greater community what your initiative has accomplished.
3)Creating objectives helps your organization keep focused on initiatives most likely to have an impact.
4)Keeping members of the organization working toward the same long-term goals.
5)Your community organization should create objectives when:
6)Your organization has developed (or revamped) its vision and mission statements, and is ready to take the next step in the planning process.
Your organization's focus has changed or expanded. For example, perhaps your organization's mission relates to care and caring at the end of life. You have recently been made aware of new resources, however, to positively affect the lives of those deeply affected by the death of a loved one. If your organization were to apply for this new grant, it would your action plan. The organization wants to address a community issue or problem, create a service, or make a community change that requires: Several years to complete. For example, your child health organization might hope to increase the percentage of students who finish high school - a task that may take several years to complete.
A multi-faceted approach. For example, with a problem as complex as substance use, your organization may have to worry about tackling related issues, such as access to drugs, available drug rehabilitation services, legal consequences for drug use, etc., as well as reducing the prevalence (how often or how much) of drug use.