Methodological approaches to using level-appropriate vocabulary in teaching Uzbek as a foreign language

Abstract

This article examines methodological approaches to selecting, organizing, and using level-appropriate vocabulary in teaching Uzbek as a foreign language. Vocabulary instruction is considered not merely as increasing the number of words learners know, but as a gradual process of developing their ability to recognize, understand, retain, and actively use lexical items that correspond to their communicative needs and proficiency level. The article proposes methodological criteria for selecting vocabulary according to the CEFR levels A1, A2, B1, B2, C1, and C2. At elementary levels, priority is given to high-frequency, concrete vocabulary required for everyday communication; at intermediate levels, thematic, abstract, and context-dependent lexical items become increasingly important; at advanced levels, instruction should systematically include synonyms, collocations, idiomatic expressions, specialized terminology, and lexically and stylistically differentiated vocabulary. A methodological model consisting of vocabulary presentation, contextualization, semanticization, controlled practice, productive use, and assessment is proposed. The article argues that level-appropriate vocabulary instruction for Uzbek as a foreign language should be organized around communicative, contextual, and productive principles.