THEORETICAL AND CONTEXTUAL CONSIDERATIONS FOR VOCABULARY DEVELOPMENT AMONG INTERMEDIATE UZBEK EFL LEARNERS
Keywords:
Vocabulary acquisition; Uzbek EFL learners; intermediate level; lexical competence; contextual learning; communicative approach; language pedagogy; second language acquisition.Abstract
Vocabulary development is a central component of second language acquisition, particularly for learners at the intermediate level who are transitioning from basic communication to more advanced proficiency. This study explores the theoretical foundations and contextual factors influencing vocabulary acquisition among Uzbek learners of English as a Foreign Language (EFL). Drawing on cognitive, sociocultural, and lexical theories, the research investigates how instructional strategies, learner autonomy, and contextual exposure contribute to vocabulary growth. A mixed-method approach was employed involving 60 intermediate-level Uzbek university students. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered via questionnaires. The results indicate that contextualized learning, spaced repetition, and communicative practice significantly enhance vocabulary retention. The findings provide pedagogical implications for improving vocabulary instruction in Uzbek EFL contexts.
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