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American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 

 

 

 

 

 

 

 

 

 

ABSTRACT 

This article focuses on word choice in German language teaching. The authors illustrate the various features and 

characteristics of words that are important as selection criteria with specific examples. Similarly, in language learning, 

emphasis is placed on the importance of words. In addition, a detailed analysis was made of the need for words, their 

comprehensibility and ease of learning. 

 

KEYWORDS 

Language, criteria, words, specific, amount, nature, communication, classification, adjective, number, verb, rhyme.

 

 

 

INTRODUCTION

It is impossible to learn a language without learning 

words. But it is difficult to know all the words in the 

language. Therefore, the words that need to be 

studied should be selected. Word choice for teaching 

purposes has a long history. The selection process is 

important and involves solving a number of problems. 

These include the object of selection, the unit, the 

principles, the sources, and so on. 

  Research Article 

 

SELECTING WORDS FOR GERMAN LANGUAGE TEACHING 
 

Submission Date: June 05, 2022, Accepted Date:  June 15, 2022,  

Published Date: June 27, 2022  

Crossref doi: https://doi.org/10.37547/ajps/Volume02Issue06-07 

 

 

Saydaliyev Saidumar 
Docent NamSU, Uzbekistan 

 

Rakhimov Khusniddin 
Teacher NamSU, Uzbekistan 

 

Shamshitdinov Ulugbek 
Teacher NamSU, Uzbekistan 

 

Journal Website: 

https://theusajournals.

com/index.php/ajps 

Copyright: Original 

content from this work 

may be used under the 

terms of the creative 

commons attributes 

4.0 licence. 

 

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Volume 02 Issue 06-2022 32 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

The amount of words is integral to the purpose of 

education. How many words and which words should 

be studied? The answer to the question becomes clear 

after defining the purpose of education. For example, 

the amount and nature of words learned in preparation 

courses for a particular activity (hostess, taxi driver, 

waiter, tour guide) are radically different from those in 

general education. 

According to the sources, for everyday communication 

it is necessary to understand 8000 words in the native 

language and to use 2000 words. The most commonly 

used texts in everyday life are: 

The first thousand words make up 80% 

The second thousand words make up 8-10% 

The third thousand words account for 4% 

Fourth thousand words 2% 

Fifth thousand words 2% 

That's 95% of the total. (Deler, 1986: 7) 

The issue of word choice has a long history, starting 

with the famous Czech educator Jan Amos Kamensky. 

A closer look at this issue shows that it is 

recommended to choose a different number of words. 

The authors consider different features and 

characteristics of words as important as a criterion for 

selection. 

 Subject matter - Themenbezogenheit (Wohnen, 

Sport, Umwelt); 

 Multiple use - Häufigkeit des Auftretens; 

 General criteria (space, time) - Raum, Zeit; 

 Aesthetic criteria - Aesthetic (Wortklang); 

 Depending on the situation - Situativbezogenheit 

(Sprachhandlungen); 

 Productivity for word formation - Productivity for 

word formation; 

 Significance - Bedeutsamkeit (Bildungswort); 

 Universality - Universalität (Allerweltswörter). 

 Based on the requirements of language education, 

the above criteria were supplemented by 

Professor G. Neuner: 

 Necessity - Brauchbarkeit - importance for 

educational purposes; 

 Comprehensibility - Verstehbarkeit; 

 Ease of study - Lernbarkeit 

 The Lernbarkeit criterion is important for the 

educational process. 

The ease and difficulty of learning the word comes 

first. According to G. Neuner, the following words in 

German are easy to learn: 

Words related to specific situations and actions in the 

student's experience; 

 Words whose content and form have entered the 

context; 

 Words whose content and form have entered the 

context; 

 Mazmuni va shakli kontekstga kirgan so‘zlar; 

 Words that have entered the context in content 

and form; 

 Mazmun va shakl jihatdan kontekstga kirgan 

so‘zlar; 

 Words that are close to the reader in content and 

emotion; 

 Words that are interesting to read and write; 

 Words that are close in content and form to the 

students' native language (except for "fake friends 

of the translator"). (Neuner, 1991: 79) 

Words can be divided into three groups in terms of 

learning. 

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Volume 02 Issue 06-2022 33 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

In particular, easy, moderately difficult and very 

difficult words. It should be noted that such a 

classification of words is inextricably linked with the 

level of knowledge, individual characteristics, interests 

and interests of students. 

Therefore, the ability to differentiate sharply according 

to the acquisition of words is limited. The usefulness, 

comprehensibility and ease of learning of words should 

also be taken into account. 

However, from the point of view of mass learning of 

the language, the need for words comes first, and their 

comprehensibility and ease of learning do not take 

second place. 

A word is the smallest unit of language that has an 

independent meaning. It is the building block of 

language and cannot be communicated without 

words. In the process of communication, not individual 

words, but they are used in the text. Therefore, the 

concepts of working on the word and the text are 

inextricably linked. 

Words are classified from different perspectives. In 

particular, linguistically they are classified as follows: 

According to word groups; 

 Independent words: noun, adjective, number, 

verb, rhyme; 

 Auxiliary words: article, preposition, connective, 

auxiliary, loading; 

 According to the structure: primitive, artificial, 

simple, compound; 

 According to the meaning: synonym, antonym, 

homonym; 

By origin: foreign, international. 

Classification of words has been proposed, 

substantiated and implemented differently by 

different authors in terms of lexicology, grammar, 

stylistics and other areas. 

From the point of view of education, words are 

classified as follows: 

1. Productive vocabulary - Äusserungswortschatz, 

Mitteilungswortschatz, aktiver / reproduktiver 

Wortschatz; Words used to express an idea. Such 

words include, first of all, auxiliary words; 

2. Receptive vocabulary - Verstehenswortschatz, 

passive / receptive Wortschatz: words used to 

understand an idea; 

3. Potential vocabulary - potenzieller / 

komplementärer Wortschatz: words that the 

reader has not specifically learned, but can 

understand when encountered, for example, all 

compound and artificial words. The amount of 

these words depends on the volume of productive 

and receptive vocabulary and the quality of 

assimilation. As the volume of productive 

vocabulary increases, the potential vocabulary will 

increase. 

Words and difficulties in their acquisition When people 

use words in their native language, they involuntarily 

perform complex activities. When speaking, words are 

pronounced fluently, with accents, understandably, or 

when they are written, they are written on paper in 

accordance with the rules of orthography, calligraphy, 

reading, they are connected, separated, varied and will 

be displayed. 

When people listen to each other, they distinguish 

words, recognize them and connect them with 

meaning. Listening to or reading a word is inextricably 

linked with the development of a number of skills. 

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Volume 02 Issue 06-2022 34 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

For example, to pronounce and understand the word 

Schloss, you need to know the following components. 

a) Schloss, Schloß, Schlos - spelling-graphische / 

ortographische Kompabilität. 

b) (Königs) schloß, (Tür) schloß - ma ‟nosi - semantic 

Compabilität. 

c) Walter besucht das Schloß, er schloß auf / ab / zu / 

an - Compatibility. 

d) Wohnhaus, Schluppen, Schluß - methodical 

application - stylistic Compabilität. 

e) [∫los] - [∫loese] - pronunciation - phonetische 

Kompabilität 

f) Schloß, - Schlösser- spelling and grammatical 

features -graphische / grammatische Kompabilität 

It is impossible to learn a language without learning 

words. Any field - grammar, phonetics, spelling, etc. - is 

connected with the word. 

Words are studied at the level of meaning. Auxiliary 

words are used to connect independent words. In 

order to learn new words, it is necessary to listen, read, 

pronounce, write, use, understand the meaning in the 

context. 

Word learning - Lernbarkeit - depends on the ease and 

difficulty of the word. 

Difficulties in word learning cannot be defined in the 

same way for all students. Reason: 

 Each student has an individual character. He has his 

own interests, hobbies, opportunities. 

 Each student has a unique experience of language 

learning. 

 Certain words are easy to learn and others are 

difficult. 

 Each word causes different difficulties in learning. 

For example, independent and auxiliary words, 

synonyms, phrases, etc. 

 In the process of learning words, there may be 

groups, for example, words that are difficult and 

easy to pronounce, words with clear meaning / 

abstract words, nouns / verbs, synonyms / words. 

p-meaning words, general meaning / field words. In 

the groups of words listed, the former is easier to 

assimilate than the latter. 

Homework: 

From the list of words below, mark the words that are 

difficult to learn and explain why. 

1. Lehrer  

2. Lernen  

3. Lehren  

4. Schreiben  

5. Beschreiben  

6. Schreiber  

7. Verscheiben  

8. Einschreiben. 

Difficulties can be divided into two groups: 

1. Difficulties in the learning process: pronunciation, 

writing, remembering, deciphering, etc. 

2. Difficulties in the process of use: adaptation to the 

speech situation, lack of, ability to feel the 

language of the native speaker, etc. Latzel (1993: 

179) has the following types of difficulties in 

learning words: 

 Pronunciation difficulties; 

 Differences in writing and reading; 

 Morphological difficulties; 

 Syntactic difficulties; 

 Differences in meaning from the native language; 

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Volume 02 Issue 06-2022 35 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

Servi 

 Multiple zeros. 

Homework: 

Give examples of the above difficulties. 

Homework: 

What learning activities and mental operations should 

students master first? Insert in order, 

 Understand words from a foreign language; 

 Pronunciation and spelling of words; 

 Distinguish the meaning of words; 

 To use morphologically and syntactically correct 

words; 

 To be able to use words in accordance with the 

situation of speech. 

Homework: 

What skills and abilities are required from students to 

perform the following exercises? 

a) Substitution tables; 

b) Phonetic exercises. 

Working with lexical material is the basis for the 

following methodological conclusions. Strict 

adherence to these conclusions in the process of 

working on the lexical material of the language ensures 

the success of language learning: 

 Vocabulary is a complex subject of the educational 

process; 

 The fact that the vocabulary is not quantitatively 

limited, it is necessary to limit it for the purpose of 

language learning; 

 At the end of the stages of education the volume 

of vocabulary is determined relatively; 

 Vocabulary work continues at all stages of 

education. 

Presentation of lexical material and explanation of the 

meaning of words 

A word, a lexical unit, a presentation of lexical 

knowledge means to bring to the attention of students 

new, unfamiliar or lexical material that needs to be 

practiced or repeated. 

When performing lexical exercises, it is necessary to 

pay attention to the following: 

1. In what form is the vocabulary presented (in the 

composition and style of texts, drawings, 

diagrams, etc.)? 

2. Are new words highlighted in the exercise? 

3. Is it possible to know the productive, receptive and 

potential vocabulary in exercises? 

4. Is the grammatical material connected with 

vocabulary? 

5. How to assess the lexical skills associated with the 

retention of vocabulary? 

6. Are the lexical tools presented effectively and 

interestingly? 

Analysis of lexical materials in textbooks shows that 

they are presented in different order and do not have 

the same pattern of presentation. As a form of 

presentation, the following are common. In particular, 

annotated or non-annotated texts, pictures (photos, 

drawings, diagrams, etc.) for listening or reading, often 

with explanations and comments, along with a list of 

words / glossar. 

Pictures perform many functions. Including, 

 Provides naturalness; 

 Makes it easier to imagine; 

 Supports students' visual memory; 

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Volume 02 Issue 06-2022 36 

                 

 
 

   
  
 

American Journal Of Philological Sciences   
(ISSN – 2771-2273) 
VOLUME 02 ISSUE 06     Pages: 31-36 

SJIF IMPACT FACTOR  (2022: 5. 445)  
OCLC – 1121105677    METADATA IF – 5.963 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
Publisher: Oscar Publishing Services 

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 Encourages reading and learning; 

 Makes it easier to understand a situation, event, 

event, topic and word. 

A list of words is useful only if it provides additional 

information to the reader. 

Homework: 

What information can be found in the following list of 

words? 

 Given in alphabetical order; 

 Given in paragraphs; 

 The article of horses is given; 

 Shown on the pages; 

 Emphasis added; 

 The length of the flour is given; 

 A large number of horses are given; 

 Incorrect verbs are given with an asterisk; 

 On the left there are words related to the topic, on 

the right there are words related to the topic. 

REFERENCES 

1. Azizxodjaeva N.N. Pedagogical technologies in the 

preparation of teachers. - T .: 2000. 

2. Zaripova R.A. A guide to foreign language teaching 

methods. - T .: Teacher, 1986, - 184 p. 

3. Methods of teaching German writing in 

pedagogical universities: Iz opita raboti - 

Domashnev A.I., Vazbuskaya K.G., Zikova N.N., 

Shatilov S.F. and dr. - M .: Prosvesheniye, 1983. - 224 

p. 

4. Nork O.A., Adamova N.F. Phonetics sovremennogo 

nemetskogo yazykayu Normative course. - M .: 

Vysshaya shkola. 1999. 

5. Saidahmedov N. Application of new technologies 

in pedagogical practice samples. - T .: 2000. 

6. Farberman B.L. Pedagogical technology and its 

problems ispolzovaniya. - T .: 2004. 

7. Fayazova X.I. Technology prepodavaniya 

inostrannogo yazyka. - T .: TashGIV 2002, - - 19 p. 

8. Khoshimov O., Yakubov I. Ya. Methods of teaching 

English - T .: 2003. -302 b. 

9. 1001 answers of a psychologist to 1001 questions. 

Edited by GB Shoumarov. -T .: 2000. 

10. Jalolov J. Methods of teaching foreign languages. - 

T .: Teacher, 2012. 432 p. 

11. Saidov s. Deutsche Grammatik in Uebungen. - T .: 

Usbekiston, 2003. 398 S. 

12. Saydaliev S. Essays on foreign language teaching 

methods. - Namangan. 2004 

13. Bernd Kast. Fertigkeit Schreiben. - Muenchen: 

Langenscheidt, 2003. 

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