EFFECTIVENESS OF TRADITIONAL VOCABULARY INSTRUCTION FOR ACADEMIC VOCABULARY IN UZBEK MASTER'S STUDENTS

This study explores the effectiveness of traditional vocabulary instruction methods on academic vocabulary acquisition among 20 master’s-level English teachers in Fergana Valley, Uzbekistan. Over an eight-week period, these teachers were introduced to 25 academic words per session from the Academic Word List (AWL), using structured traditional teaching methods, including peer instruction, flashcards, sentence formation, and repetitive exercises. The study used a comprehensive assessment framework, including a pre-test, weekly evaluations, and a post-test, to track progress and retention. Results demonstrated significant improvements in vocabulary acquisition, with participants achieving notably higher scores in weekly and post-test evaluations. Qualitative feedback indicated that learners appreciated the routine and clarity provided by traditional methods but expressed interest in more varied exercises, suggesting a blended approach could enhance engagement and retention further. This research contributes valuable insights into the role of traditional, structured vocabulary instruction in adult learning, particularly in regions with a preference for teacher-centered instruction.