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1. Why do I think reading fiction in original English will help my students to remember and actively use vocabulary?

2. What vocabulary learning strategies do I think will help my students to remember and actively use vocabulary?

3. What do my students think about the current strategies of learning vocabulary that I am using in promoting fiction reading in original English?

4. How well do my students use certain vocabulary learning strategies in the classroom during the module Vocabulary in context?

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1. Why do I think reading fiction in original English will help my students to remember and actively use vocabulary? -

Written reflections after the class (September 23-30)

2. What vocabulary learning strategies do I think will help my students to remember and actively use vocabulary? -

Informal conversation with a colleague (October 1-10)

3. What do my students think about the current strategies of learning vocabulary that I am using in promoting fiction reading in original English? - Questionnaire (October 1-25)

4. How well do my students use certain vocabulary learning strategies in the classroom while teaching the module Vocabulary in context?

Students’ classroom tasks (homework) (October 15-24)

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I am Nilufar Mukhammedova, Associate Professor at Uzbekistan State World Languages University in Tashkent, Uzbekistan. This research was conducted at the Uzbek State World Languages University. This Universtiy offers undergrade courses in TESOL pedagogy and prepares language teachers. Undergraduate students study 4 years and pre-service teacher training curriculum consists of Language Modules in Year 1 and Methodology modules in years 2, 3 and 4. My EAR subjects were Year 2 students with B2 - C1 level of English aged 19-21. 48 students took part in my research. I had Vocabulary class with these group of students.

1. Vocabulary (30 hours)

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48 Year 2 students took part in research.

Research lasted 1 term: 4 months.

Questionnaire results show:

engaging

challenging

awarness of cultural understanding

developing intercultural competence

challenging but was manageable

enrichment of LLS

developing literary awareness of writer's language use

positive but only if guided by the teacher

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1. Plan not 1 but 2 chapters for each class

2. Develop tasks that focus more on compare/contrast, evaluation and analysis

3. Plan role plays that bring characters to a different time period

4. Develop language analysis tasks in which students notice changes in language, eg., etymology of words.

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As a teacher I did not feel sense of completion/achievment, because, we managed to read only 18-20 chapters;

Focus was vocabulary and use of LLS and I could see that students developed different LLS. As a teacher I could see how tasks whether they are on language or checking comprehension, play crucial role in class, they are challenging and manageable, doable for students. In order to develop effective language tasks based on novels like Jane Eyre, a teacher needs to do extra readings. Not all tasks can work during the lessons.