Abstract:

In recent years the growing popularity of the internet has caused a shift in the nature of teaching strategies both for intermediate and upper-intermediate students. It is usually a highly rewarding level to teach but at the same time quite challenging for both sides – students and teachers. Intermediate and upper intermediate classes start feeling confident about their level of language and stop needing so much input from their teacher. At the same time many students have a feeling of not learning anything new, reaching their limits and their teachers have to handle this problem. The object of this paper is one of the common difficulties intermediate and upper intermediate teachers encounter - how to help students to progress further.

The aim of this paper is to study the areas where students leg behind, the most common mistakes and their nature and what techniques were used to solve the problems of producing effective written and spoken speech. At lower levels getting a message across was their major goal while at higher levels attention should be paid to other elements – register, genres, variety of speech acts and above all vocabulary. The study shows that In terms of vocabulary the approach should be prominent, focused on lexical sets and frequency, as well as vocabulary systems and above all constant recycling and training.

As research reflects communicative effectiveness is underpinned by a sufficient range of vocabulary along with extensive understanding of linguistic and linguistic-cultural component, implying the mastering of lexical, lexical-grammatical, morphological, orthoepic, syntactic norms of language, revealing the general structure of lexemes, lingua-pragmatical component, enabling the students to evaluate and correlate the sociolinguistic context of speech.

The authors underlines that these approaches enable students to become more communicatively efficient both in writing and speaking, gain new language and retain it and become independent learners

Keywords:

Effective written and spoken speech teaching vocabulary, independent learners.