Moldova Ministry of Education Moldova State University Modern Languages and Literature Department English Philology Chair

Year Paper

The Importance Of Vocabulary and The Ways Its Teaching

Submitted by:

Valentina Covalji

Group 291L

Checked by: Doctor in Philology, Elena Petrovna Shapa, Associate Professor

Chisinau, 2013

Contents

Glossary Theoretical part:. 1.1 The Definition, Classification And The Importance Of Vocabulary1 1.2 The Ways of Improving English Language . 1.3 The Methods Of English Teaching. Practical Part:.. 2.1 An Analysis Of Collocation.. Bibliography .. Appendix ..

Glossary

Collocations are the language units which exist as a pair of words in order to express the content, so they place together. Collocations show how words combine with other words in a group of words. Collocation is group of words that appear together , they distinguish from regular structure of word combination and collocation patterns are unpredictable .In contrast to idioms, collocations have a clear meaning and are easy to understood. They are unexpected for foregner and often one of the component do not cover the meaning of whole combination. One of the major aspects for newcomer is high-frequency vocabulary. The term relates to words which we use most often. Techniques is a process used in the lesson. It is a narrow term that means one process. Whereas a method is a sequence of techniques ,applied sistematic. A method includes several sistemized techniques. The American Heritage Dictionary determines vocabulary as the group of lexical units applied by, realized by and at the usage of a personality or a strata of society.

1.1. The Definition, Classification And The Importance Of Vocabulary (John Pikulski and Shane Templation 2004 Teaching and Developing Vocabulary: Key to LongTerm Reading Success ; English Teaching Forum vol.47 N 3 (2009)/ Using VOA Special English To Improve Advanced English Learners Productive Use of High Frequency Words by Yao Nan and Zuo Mingfang;Seretan Violeta (2011)Syntax -Based Collocation Extraction). Vocabulary is a vital aspect in language, because it appears in every skill of language : listening, speaking, reading and writing skill. Many people realize that their vocabulary is limited so that they have difficulties in expressing their idea. Mastering vocabulary is very important for the students who learn English as a foreign language. John J. Pikulski and Shane Templeton in the article Teaching and Developing Vocabulary: Key to Long-Term Reading Success considers the importance of different types of vocabulary. The American Heritage Dictionary determines vocabulary as the group of lexical units applied by, realized by and at the usage of a personality or a strata of society. (Pikulski J.J and Templeton S. 2004:1)There exist several variations in vocabulary that a person realizes practices and applies. The words realizes and applies should be explained. For instance, the leading cases when we exercise vocabulary is when we communicate or pen some information .The term expressive vocabulary works in both above mentioned activities. It is the vocabulary for expressing our thoughts. Further, we realize vocabulary when we listen somebody or when we read something. (Pikulski J.J and Templeton S. 2004:1)The term receptive vocabulary refers to listening and reading vocabularies .Next meaning or oral vocabulary is used to the unit of listening and speaking vocabularies. Finally literate vocabulary relates to the unit of our reading and writing vocabularies. (Pikulski J.J and Templeton S. 2004:1)So, we can ask ourselves, whether all these four types of vocabulary we extended equally or some of them is better developed or worse. I want to show the relationship between the eight terms: listening, speaking, reading, writing, meaning /oral vocabulary, receptive vocabulary, expressive vocabulary, literate/written vocabulary in following scheme. RECEPTIVE VOCABULARY LISTENING READING

EXPRESSIVE VOCABULARY SPEAKING WRITING

LITERATE/WRITTEN VOCABULARY READING WRITING

MEANING /ORAL VOCABULARY LISTENING SPEAKING

The Type Of Vocabulary And Its Relationship With Four Language Aspects 1.1.

(Pikulski J.J and Templeton S. 2004:2) Yao Nan and Zuo Mingfang in their article give the definition of another terms: receptive and productive knowledge.Yao Nan and Zuo Migfang in the article Using VOA Special English To Improve Advanced English Learners Productive Use of High Frequency Words, consider the terms of receptive and productive knowledge. Yao Nan and Zuo Migfang refer to Nations interpretation of the term word knowledge. It involves receptive and productive knowledge, which include four language aspects. Receptive knowledge relates to words, which we can easily realize by reading or listening something or somebody. Productive knowledge means the exercising words skillfully during conversation or writing. The receptive and productive skills have strong relationship and can be identified as written skills (reading and writing) and communicative skills (speaking and listening). (Yao Nan and Zuo Migfang 2009 number 3:26) For example, a pupil is skillful in writing and communication when he reads a lot and is an attentive listener. The relation between these skills is decisive to follow a four-skill approaching of vocabulary teaching. The receptive skills, peculiarly reading, are one of the most useful methods to possess vocabulary. However, sometime we hardly remember some words, while reading or speaking. There is a necessity in strategies which allow getting new words into productive use. (Yao Nan and Zuo Migfang 2009 number 3:27)If we will follow simultaneously the terms from two articles we can mention that they have identical basis-four skills: writing, speaking, listening, and reading. To illustrate I want to demonstrate a scheme which shows the relationship between terms: receptive vocabulary, expressive vocabulary, literate/oral vocabulary, meaning/oral vocabulary and receptive, productive knowledge: Productive knowledge

Writing

(expressive vocabulary)

Speaking

(Literate/written vocabulary)

(Meaning/oral vocabulary)

Reading

(receptive vocabulary)

Listening

Receptive knowledge

The relationship between types of vocabulary and receptive, productive knowledge 1.2. To add Yao Nan and Zuo Mingfangs definition of receptive knowledge I want to mention that John Pikulski and Shane Templeton give the term of receptive knowledge as the recognizing of the item and understanding its message. They prove that students receptive knowledge and less extended productive knowledge. The knowledge of transforming the written into oral communication lets pupil to use the information from meaning/oral vocabulary for literate vocabulary. Thus little children have more developed meaning vocabularies than literate vocabularies. Whereas older students and adults have richer literate vocabularies than meaning vocabularies .They use more words in reading and writing than in oral communication. So, written language is more prescribed, complicated and intelligent than spoken language. The experience of communication is possessed by children by means of direct listening and speaking. The passage from oral communication to writing and reading demands rich meaning vocabulary and competent skills. One of the major aspects for newcomer is high-frequency vocabulary. The term relates to words which we use most often. They play a big role for our meaning and literate vocabularies. One hundred words represent approximately fifty percent of almost English publications, two hundred language units comprise ninety percent of functioning words of information through third grade and five hundred words constitute ninety percent of functioning words in matters through ninth grade. (Pikulski J.J and Templeton S. 2004:3)Yao Nan and Zuo Mingfang the same underline that the useful way to enlarge vocabulary is to exercise high frequency words. According to them two thousand words in English language with its modified structure represent eighty five percent of the words, which are used in every type of publication. This index can be bigger for a prolonged communication. (Yao Nan and Zuo Migfang 2009 number 3:27) So, high-frequency words allow expressing widely our thoughts. Consequently, its necessary to show to the student the importance of four skill usage in order to improve communicative ability. Pikulski J. and Templeton S. refer in their article to Ehris research. It proves that high-frequency words should be taught without writing them in order to concentrate visual attention on them and these words need practice in tasks which are comprehensive and accessible and they need a regular exercising. So, it will bring to that pupil will accept them easily and immediately. Frequent words have phonetic regular elements which are strong devices for learning new words. This method is more important than flash-card teaching. (Pikulski J.J and Templeton S. 2004:3)There is no doubt that people with perfect developed speaking vocabularies have the same listening ,reading, writing vocabularies .So, young children could not possess such skills. Even though they read steadily and find out an amount of new words every day, they still need teachers support in order to clarify them and understand better. Four aspects of vocabulary: listening, reading, writing, speaking have a strong often have well developed

influence on novice and this influence is simultaneous. The development of one of these four aspects influence on developing another. Therefore teachers are responsible to aid pupil shift vocabulary accomplishment from one aspect to another. This aspect has been established for decenniums but it has been observed that they arent used in practice. Pikulski J. and Templeton S. refer to Durkins opinion .He mentions that in schoolroom the teachers spare few time for improvement of vocabulary. In earliest class pupil pass exam of reading, which have comprehensible and easily understood vocabulary. Some pupil makes success in reading and further are good in it, but some have worse results. (Pikulski J.J and Templeton S. 2004:3). Yao Nan and Zuo Mingfang also gave some calculation about student knowledge of vocabulary.Yao Nan and Zuo Migfang allege in the article to Nation and Warings research. Nation and Waring established that native speakers in the age of adultness possess a vocabulary of twenty thousand language units. These are word families which are specified as basic words with modified grammar structure and limited quantity of derived forms. Nevertheless, students which learn English as a second language have not such a rich highfrequency vocabulary as native speakers. Nation and Warning established that such knowledge contains three thousand five thousand word-families and generative vocabulary of two-three thousand word families. This noesis allow to free, valuable daily speaking. (Yao Nan and Zuo Migfang 2009 number 3:27). Yao Nan and Zuo Mingfang applify John Pikulski and Shane Templetons research with some advices about successful development of vocabulary. The successful development of vocabulary can be attained only being in various strata of society, facing-off people of any age, nationality-wide section of the population. Moreover it is also essential to be occupied with diverse activities. Learning new words happens faster by

involving in reading, writing and speaking a big quantity of familiar words. We can mention that not every word represent a great value in language, therefore teachers should make an accent on such words which are useful and often used. High-frequency vocabulary allows understanding the most of publication. Students should share attention to low frequency vocabulary after that they knew perfect the high-frequency vocabulary. Otherwise the low frequency words without great vocabulary basis cannot have any sense. So the ways of possessing low frequency words contain: supposing the words from passage, perusal words and their interlingual rendering, their examination and studying word-building, applying the wordbooks for searching the sense. (Yao Nan and Zuo Migfang 2009 number 3:27)On the contrary to John Pikulski and Shane Templetons research, in Yao Nan and Zuo Mingfang s research we can find the information about collocations. Besides of the high-frequency vocabulary there exist language units which as a usual process appear in English simultaneously. Native speakers often use such sayings; therefore people who learn English as a second language should also possess them. Collocations

are the language units which exist as a pair of words in order to express the content, so they place together. (Yao Nan and Zuo Migfang 2009 number 3:27)In this case the structure of the sentence is unusual and it seems and looks a little bit strange. Collocations show how words combine with other words in a group of words. We have syntax rules which provide a correct word-order in the sentence and every language have fundamental schemes of words agreement but the examples of collocations can be unexpected. In this case student should learn by heart these patterns. According to Nation a valuable method for vocabulary development contain next aspect: the concentration of attention on sense of the word. The use of familiar vocabulary is essential and it can be gained through passionate, broad reading and prolonged speech. Broad reading brings to skill that the reader knows almost words from the text. Next aspect, it is important to work under new words and to exercise the pronunciation by oral speech .Also it is effectively to retell the story and listen the same text several times. So after eight years at school the pupils vocabulary include approximately seven thousand words. Two hundred from them is more often used .Yet this knowledge doesnt give the ability to express oneself in full in oral communication or writing activity. Yao Nan and Zuo Migfang refer to Nations research. Nation claims that high-frequency vocabulary demands effort and diligence and a certain period. This word should be exercised often by listening, speaking, reading and writing. They need intentional study and use in comprehensible passages with the accent to possess them rapidly. (Yao Nan and Zuo Migfang 2009 number 3:27)In the same manner, Violeta Seretan considers in the book Syntax -Based Collocation Extraction the main features and the importance of collocations in the speech.First,Violeta Seretan confirms that there is no accepted explanation of the collocation term. Collocation is typal group of words that appear together , they distinguish from regular structure of word combination and collocation patterns are unpredictable .In contrast to idioms, collocations have a clear meaning and are easy to understood. They are unexpected for foregner and often one of the component do not cover the meaning of whole combination(Seretan V. Syntax Based Collocation Extraction 2011:1).So, a collocation is two or more words that often go together. Collocation is a process by which words combine into larger chunks of expression, it is a familiar recurrent expression.Second ,collocations are useful by their nature of providing a vivid and comprehencive translation .The importance is expressed by their abundance in language.It is difficult to descry collocations because of their double meaning and unregular grammar structure(Seretan V. Syntax Based Collocation

Extraction 2011:2).It is cruicial to add that collocation patterns are learned by heart as whole units for achieving language fluency.Violeta Seretan refers to Bahns points of view in which we find out that the term of collocations can be understood in many different ways (Seretan V. Syntax Based Collocation Extraction 2011:10).In contrast to Yao Nan and Zuo Migfang

research, Violeta Seretan gives the distinguish of two types of collocations. Nevertheless , there are two features that ditingush collocations clearly . First, they are statyc and the second, they are linguistically motivated(Seretan V. Syntax Based Collocation Extraction 2011:10). Also , Violeta Seretan research is wider and deeper . She gives a big quantity of collocation term interpretation. Violeta Seretan refers to Sinclairs definition. In claims that collocations are co occured words which appear in a span of the text and can consist from two or more language units,to the limit of four words(Seretan V. 2011:11).Moreother ,Violeta Seretan underlines one important fiture of collocation which we dont find in Yao Nan and Zuo Migfang research. It is the metaphorical character of collocations. Violeta Seretan takes examples from Fontenelles work : clouds of arrows ,storm of applouse ,wave of protests (Seretan V. 2011:21).In addition Violeta Seretan underlines that the problem for the learner of English is that there are no collocation rules that can be learned. The native English speaker intuitively makes the correct collocation, based on a lifetimes experience of hearing and reading the words in set combinations. The non-native speaker has a more limited experience and may frequently collocate words in a way that sounds odd to the native speaker. (Seretan V. 2011:21).In the same way, Yao Nan and Zuo Migfang write about some difficulties that students face.Exist some facts which are causes of the poor vocabulary. First, student dont enlarge the vocabulary, he just use the familiar words. Also ,the learning of the language happens often only through reading texts, which are not enough for improving communicative skills .Furthermore the reading and listening activities predominate under speaking and writing . In addition the collocations are not productive and properly used .Sometimes students dont find enough words so that to express widely and they suppose the possessing of language as an alarming process. Therefore they need skillful teachers help, which will direct their attention to useful methods. As a result the receptive knowledge should transfer to productive knowledge .It means from consciously knowing words to subconsciously and automatically. (Yao Nan and Zuo Migfang 2009 number 3:27)Analyzing three valuable sources we can mention some skills for better memorizing of collocations. So, we should be aware of collocations, and try recognizing them when we see or hear them. It is well known that treat collocations are single blocks of language and we should think of them as individual blocks or chunks and learn strongly. When we learn a new word we can write down it in order to memorize faster, rightly, distinctly, vaguely, vividly. Also it is important to read as much as possible. Reading is an excellent way to learn vocabulary and collocations in context and naturally. Besides, the student should revise what he learn regularly, practice using new collocations in context as soon as possible after learning them. Furthermore, collocations should be learnt by topic, for example: time, number, weather, money, family. So, collocations should be recorded in an organized way and the best organizing principle is using

topics and semantic fields. Rote learning, which means that students have to memorize endless lists of single words in isolation, is still common practice in many schools. As a result of rote learning, learners may transfer incorrect forms from their native language. So, teacher should arise the interest to collocations and encourage learner because acquiring competence in collocations is a long process. Learners should be sensitive to noticing collocations in language. Reading and listening help learners notice collocations while writing and speaking activities provide opportunity to practice. Also, language learners should be presented with authentic texts. One of the best examples is a newspaper article, which is extremely rich in collocations. I think, seeing how the language is really used is a great motivating factor for learners. To sum up, collocations make the language more natural and more easily understood. Second, the person has alternative and richer ways of expressing himself. Third, it is easier for our brains to remember and use language in chunks or blocks rather than as single words. So, to conclude I want to add that words have big power. Three authors demonstrate in their works it in full. The rich vocabulary is important not only for education but for life too. Its important to have a rich vocabulary in order to succeed in life .Vocabulary have a big influence on human mind. In which order the person speaks, the same he acts. The enrichments of vocabulary bring to upper level of education. The person by reading every day develops his logic. 1.2 The Ways of Improving English Language (Tosuncuoglu Dr.Irfan2001 Teaching Vocabulary For Active Use; Solange Moras 2001 Teaching Vocabulary To Advanced Students: A Lexical Approach; English Teaching Forum An Approach TO Teaching Organizational Skills To Adults Sandra Tompson Issa 2009) There exists a great quantity of ways to improve English. Dr. Tosuncuoglu, Solange Moras, Issa Tompson in their researches develops the theme of crucial importance of vocabulary. Dr.Irfan Tosuncuoglu in the article Teaching Vocabulary For Active Use researches the main ways of improving vocabulary. He claims that vocabulary is the head problem for language teachers, because they should be able to teach in such a way so that students will express themselves clearly. It is difficult to possess perfect a language, because each word demands attention on its meaning, spelling and pronunciation. Some words take great efforts another less. (Tosuncuoglu I. 2001:1)The Strategies of teaching vocabulary was changed during decanters. First of all it was a grammar translation method. Students taught a group of words with translation. Second the audio-lingual method it means that first of all the student should hear the words then pronunciate them and after read and write them. (Tosuncuoglu I. 2001:8)So it is mentioned that student cannot further develop his language capacity without fundamental vocabulary knowledge. The first difficulty

which faces the student during learning is the text which is not comprehensible. The amount of new words makes the person disheartened. When students get a text containing familiar words he feels himself comfortably and there are not some barriers to learn further. There exist incidental and intentional methods of vocabulary learning. It means the focusing on form of the word. These approaches allow learning new words incidentally through the reading. Yet it is proved that intentional vocabulary learning is more useful in order to keep in mind the new word better. The term intentional vocabulary means the learning words intentionally. Incidental learning refers to all over activities of language learning. For example, when a student has an examination he is forced to remember the list of words intentionally, so he puts some efforts. On the contrary the incidental learning doesnt demand such efforts. But if we will compare the student improve his vocabulary generally by intentional learning (Tosuncuoglu I. 2001:8).In the same way Solange Moras and Sao Carlos made a research in which they gave several skills for vocabulary improvement. But they underlined mainly the importance of memory. So this aspect is the addition to Dr.Irfan Tosuncuoglu research.Thirst of all we should spare attention on our memory. Memory is essentially a learning that has persisted over time or information that has been stored and can be retrieved .The study of memory is a part of cognitive psychology which also includes the study of language, problem solving and other mental processes. Essentially we remember thinks by association. One of the most effective methods to improve ones memory is the repetition. Another method for boosting ones memory is to relate information to something we already understand .All these advices allow to gain great results. First the information came to short-term memory and then to long-term memory. Our long-term memory can contain unlimited quantity of information. (Moras Solange 2001:2)Dr.Irfan Tosuncuoglu further claims that in order to understand the unfamiliar word students in many cases look it in the dictionary. Yet they can suppose the meaning of this word basing on the context. Still the teacher responsibility in process of improvement vocabulary is predominating. I think, the teacher should create a positive atmosphere. In such a case the student feels himself free and he expresses his thoughts in full. The teacher should clearly explain the task or the new information. There exist psychological treasures which determine the effectiveness of the process of the study. In some cases one student is faster in another some students need more time for understanding. When the teacher doesnt take it into consideration he can hurt the student. So, it is well known that not every person can become prominent, but all need in education. Solange Moras, Sao Carlos also mentioned the necessity of vocabulary skill. One of the most important aspects of vocabulary teaching is the independent work with unfamiliar words. In this case students should use dictionaries and this activity arise their attention and interest to the foreign language. It allows clarifying the grammar and the pronunciation of the word. So learner can supposes the sense of

the word from the context too. It is cold the semantic process. The students can guess the meaning of the word from structure: suffixes, prefixes, roots. The guesswork need teacher support because it deals with word-formation. Next its necessary to make a transition from receptive vocabulary into productive ones. In this case students became able to make relationship between meanings of the words. So they became competent in such domains as the polysemy, synonymy, and collocations. The teacher should guide the students, because they can incorrect understand the meaning and further use the expression or language unit wrongly. (Moras Solange 2001:3)Dr.Irfan Tosuncuoglu gave several advices to teachers. He considers that the teacher should be in the step with the time. It means to use different methods which arises students interest. Moreover the teacher should develop his knowledge constantly. So, there are useful methods to make the meanings of words more comprehensive. First of all it is direct demonstration of the object, for example book, pencil. Its direct non -verbal method. When there is no opportunity to show the method directly one can use some pictures (direct, nonverbal, verbal). Next to apply mimicry and pantomime. In this way we can express the quality of the object or other peculiarities. Moreover it is important to give examples direct in context and the explanation of the meaning. It should be made carefully by selecting correct examples. (Tosuncuoglu I. 2001:9)Furthermore it is necessary to refer the sense of the unknown word to a familiar. Besides the translation process should be careful too. The student should have an opportunity to guess the meaning of the word. It will make him more active and attentive. Also it will show that the teacher believes in his capabilities, this fact make the process of study more productive. Next, it is useful to give antonyms or synonyms in order to explain the meaning. The using of dictionaries allows understanding the meanings of the words and verifying its pronunciation. The one of the best ways to memorize words better is the analyzing of word structure. It means the prefix, suffix and root. On the contrary to Solange Moras, Sao Carlos, Dr.Irfan Tosuncuoglu determined that the association with native language equivalents and the analyzing semantic field of the word give a significant result. It is important to practice steadily new words by making sentences, using it in various contexts. There exist necessity of understanding what the student should do and the requirements lodged by teacher. Further it is mentioned the listening activities. They allow distinguishing the written and spoken form of the language unit (Tosuncuoglu I. 2001:10). Next method are reading, listening and writing. These skills should be developed simultaneously. There are three significant factors in the process of improvement of vocabulary. First is linguistic factor-all words should be clarified and understood. Second Psychological factor students skills and the last-pedagogical factor, it is the time which the specialist spares. The new words should be given before starting reading the unfamiliar text, so it will be in some sense a guide for students. It is necessary to involve learners

in a dialogue, a wide discussion. Also writing projects improves vocabulary knowledge. The student searches independently the information and develops his skills. (Tosuncuoglu I. 2001:16) Solange Moras, Sao Carlos complete Dr.Irfan Tosuncuoglus research in domain of teaching skills with information about the productive knowledge. Students discuss the items in which they are interested. Further we can mention that grammar plays a big role in the process of studying .Also teacher should adapt students to using of collocations, idioms fixed and semi-fixed expressions. It is the key of perfect speech (Moras Solange 2001:3). Further, Moras Solange refers to Lewis expression. He claims that language consist not just of grammar and vocabulary, it includes chunks too. Chunks are collocations, fixed and semi-fixed expressions and idioms. So, these chunks play an important role in providing language fluency (Moras Solange 2001:3).In addition, students who learn only individual words have difficulties with expressing themselves clearly and fluently. Consequently, learners should be familiar with chunks .It means they should be able to identify them and use them in conversation. So, this skill needs time and effort and of course teachers help. It is crucial to use all opportunities to memorize new collocations rather than a single word. Also it is important to plan the lesson and to choose a proper material. Finally the group work is essential too. Student work together, share with skills, explain one to another the meaning of word (Moras Solange 2001:5). Without doubt that lesson needs the time management and the best organisation .Sandra Tompson Issa distinguished in her research the organisational skills. She considers that the teaching of any subject, especially languages, demands some

organizational skills, how from side of teacher, so from pupil side. What does it mean organizational skills? First of all it is time management. So as teacher must have exact imagination on paper about structure of lesson order of acts, this will allow in the best way to describe the topic of lesson, as well pupils must plan their time during lessons and free time. For example at the beginning of writing test he must plan how much time he can spent on every task, that to achieve the best end-result. Besides time management organizational skills include skills to keep in order materials and handouts given on lessons, structuring in mind learned information and making yourself more discipline. There are some practical facilities how to educate in pupil organizational skills in time of lesson. First of all it is setting up the organizational system. Teacher must together with pupils determine some rules, which pupils must always follow. For example on each lesson to indicate the days date, so it will help in future easier and faster to orient in their class notes. Also it is usefully if teacher together with pupils will note on board how much time will need for homework doing in some time diapason, and it will hell pupil to manage their time for homework. The other instrument to increase the organizational skills it is to give pupils words or some cards with pictures with task to group these cards by some

common sense, categories. After that each pupil must explain why he grouped in such way, so these exercises develop classification skills. All methods using by teachers for improvement of organizational skills of pupils with time must lead to self-support and self-discipline that are the base of success in future. The organizational skills need in any domain of our life, not only learning in school or at university (Sandra Tompson Issa 2009: 9-13). I think a strong classroom management system helps all students develop positive classroom behavior, study habits, and organizational skills. Teachers should attempt to maintain an orderly classroom environment that is predictable. Further design classroom rules that encourage organization are important too. For example, students need to have necessary materials, work on the assigned activity, stay in seat, and finish required work before going to the next assignment. It is crucial to develop a routine for organization of school materials. It may be helpful to have a written checklist taped to desktops for reminders. Instruct the entire class how to organize their desks and notebooks and monitor them on a routine and frequent basis. Moreover , the teacher should help students get into the habit of making reminders of what they need to do, using such strategies as assignment sheets, daily schedules, and to do lists. In addition to written checklists, verbally remind students of the materials needed to each specific activity. It is important to encourage self-monitoring and to teach students to record the number of times they are prepared for particular activities. Next teacher should give warnings several minutes before transitions are to occur, so that the students can begin thinking about and preparing for the next activity. Another necessary point is to encourage the child to ask questions and receive clarifications regarding any assignment that he/she is unsure about and to talk with the student alone about your expectations and explain to the student in a clear manner what he/she is doing wrong and what he/she can do to improve. To sum up all this skills play a certain role in language teaching and they of course educate the best students qualities. 1.3. The Methods Of English Teaching (Sharipova Gulnora Rajabboy 2004 English Teaching Methodology Course Of Lectures ,Dr. Patel M.F. and Praveen M. Jain 2008 English Language Teaching) Sharipova Gulnora and Praveen describe in their books the major methods of English teaching. Sharipova Gulnora describes in the book English Teaching Methodology Course Of Lectures the main methods of language teaching.The term approach represents an idea on theory which is used. This term is much more common and includes method or techniques that is used by teacher.Furthermore , diverse approaches may mean the same techniques and even the same method. In the same manner , various methods may refer to the same techniques.Techniques is a process used in the lesson. It is a narrow term that means one process. Whereas a method is a

sequence of techniques ,applied sistematic. A method includes several sistemized techniques(Sharipova Gulnora 2004: 4).Patel also defines the term Method. He claims that it is very difficult for teacher to use suitable method in the process of teaching. There is no single method that is to be considered effective and accepted by all. Methodology is systematic and scientific way of teaching any subject. It is crucial for teacher to know various methods of teaching English. Patel and Praveen refer to Antony definition of term Method .It is a particular trick, strategy or contrivance used to accomplish an immediate objective. It must be consistent with a method and harmony with an approach as well. (Dr. Patel M.F. and Praveen M. Jain 2008:71)Further Sharipova gives the types of methods .There are classic methods of the language teaching that has persisted over the time. The methods are divided into traditional method, grammar translation method,direct method,audio-lingual method. Patel gives a little bit another classification. Types of teaching methods: The G. T. Method: Emphasize on mother tongue in teaching second language like English language; Direct Method: English or second language is taught with the use of gesture, action and showing objects. Situational Method: In this method there is direct bond between speech and expression. The direct structure is presented in a meaningful situation. Learners are to know the situation in which different structure are used for transmitting message or expressing ideas; Bilingual Method: Emphasis on mother tongue in teaching second language like English language. This is improved version of A.V. aids; Reading Method: In teaching of S.I. reading may be very useful according to Dr.Michel. Person can learn S.I. by reading different books, Novels, Drama. (Dr.Patel M.F. and Praveen M. Jain 2008: 72) Dr.Patel M.F. and Praveen M. Jain refer to W.E Mackey definition. He claims that Method must include four things: selection of linguistic material, gradation of linguistic material, technique of presentation, and practice by people. (Dr. Patel M.F. and Praveen M. Jain 2008: 73) In contrary to Patel in Sharipova research we can find the information about traditional method and audio-lingual method. The traditional method is understood by the use of the mother tongue for explanation, deductive explanation of grammar and grammar exercising and the improving of all languafe skills: hearing, speaking, readinf and writing. This method is called in this way because it was applied a long perion in schools. (Sharipova Gulnora2004: 5). The audio-lingual method makes the main attention to listening, speaking, reading and writing. First of all students memorize a dialogue and then practice the new language patterns. The main role plays listening and speaking. Strong emphasize is maid on correct pronunciation from the beginning. Students listen the new material and after read it and write it. (Sharipova Gulnora 2004: 10).

We can compare two variants of definition of such methods as direct method and grammar translation method given by Patel and Sharipova. Sharipova claims that grammar-translation method was based firstly on writing and reading and later on hearing and speaking. This method demand good grammar knowledges and it is directed to their improving. It is based on the explanation of new words and the translation from native language to foreign or vice versa. There are several principles of this method. First, it enables to read the litareture in origin. Such a reading demands perfect grammar and vocabular knowledge. Also this method is good for mental activities. It exercises logic. By this method students learn grammar deductively. It means learners are given rules and statements about grammar up front and asked to apply them. Furthermore they learn grammatical paradigms such as verb conjugations and memorize mother tongue equivalents for target language vocabulary. The main emphasize of this method refers to grammar. Reading and writing also develop simultaneously. Speaking and listening and pronunciation gain few attentions. Finally, the culture of foreign language is studied. (Sharipova Gulnora 2004: 6). Patel thinks that grammar-translation method is the oldest method of teaching English. This method is also known as the Classical Method. Patel in the same manner as Sharipova claims that the Grammar-Translation Method demands firstly to study the parts of speech and syntax in detail. There is made comparison between mother tongue version and the foreign version of vocabulary. So, in this method the mother tongue is used to teach English. It tells everything in English should be taught by translating into mother tongue. The teacher also points the grammatical rules. (Dr. Patel M.F. and Praveen M. Jain 2008: 74). In his research we can find positive and negative parts of each method.So it is a perfect addition to first authors research. There exist several characteristics for grammar-translation method: the unit of teaching is word, not a sentence. It means vocabulary is taught in form of isolated words, it considers grammar as a soul of language, grammatical rules of teaching English are explained into mother tongue, English grammar is taught through rules, translation, definition and comparative study of mother tongue grammar, grammar is taught deductively, reading and writing are the major focus. (Dr. Patel M.F. and Praveen M. Jain 2008: 74) The advantages of this method consist in: when words and phrases are translated into mother tongue, his understanding of those words become very well and quicker, the GrammarTranslation Method develops the art of translation, English grammar can be easily taught by comparing with the grammar of mother tongue. The disadvantages are in following: the Grammar-Translation Method does not emphasis on the basic skills like listening and speaking etc., there are words, idioms, phrases in English for which words cannot be translated into mother tongue, student gets no opportunities to participate in the

discussion of the unit, translation into mother tongue affects the originality of the words, it affects the sense and beauty of the words, it prevents students to think directly in English. (Dr. Patel M.F. and Praveen M. Jain 2008: 76) Further is direct method. Sharipova writes that it is directed first of all to establishment of a direct connection between foreign civilization and the student without touching the mothertongue. (Sharipova Gulnora 2004: 7). The basic aims are firstly speaking and after reading and writing. The main emphasize is given to speaking exercises. It can be teachers questions or students ask each other. Another exercise can be the listening of comprehensive text and the work with dictionary. Grammar teaching has inductively character. Also teacher uses gestures or visual aids in order to clarify the information better. One of the best exercises is conversation in foreign language using various themes. So, students first of all pronunciate the new words and use them constantly. Moreover they learn the geography and history of the foreign country and receive the information about daily life of native speakers. So there exist several principles of this method. First of all students should be able to think on foreign language, make some associations in order to understand better the meaning of the word, and of course vocabulary is emphasized over grammar. (Sharipova Gulnora 2004: 9). The same characteristics we can find in Patels research. The Direct Method: it means child learns mother tongue directly. It is also called natural method because it is learnt naturally like mother tongue or first language. It demands a direct bond that is a direct association between word and thing and between sentence and idea, between experience and expression instead of an indirect one through the mother tongue. (Dr. Patel M.F. and Praveen M. Jain 2008: 78) Characteristics of Direct Method: there is no interference of mother tongue; in this method, there is direct bond of target language; child thinks into target language and express into target language; unit of teaching is sentence; teacher shows the meaning of the sentence with help of gestures, postures and action. It enables student to establish direct bond between words and expression. Advantage: the pronunciation, accent, intonation and rhythm are essential for better and effective communication; this method helps to speak language effectively, to enjoy the language. So the learners start using the language without fear; correct use of grammar and pronunciation were emphasized; grammar was taught inductively. Disadvantage: this method is not useful in over crowed classes; this method does not help in important aspect of language learning like reading and writing; this method requires many audio

visual aids, which are very expensive so our schools cannot afford such equipments. (Dr. Patel M.F. and Praveen M. Jain 2008: 81) As an addition to first source Patel gives also the definition of three important methods: reading, situational and bilingual. Bilingual Method: In this method, the mother tongue is used only to explain the meanings of difficult words. Characteristics of Bilingual Method: the learner can learn abstract ideas easily in mother tongue while in secondary environment it are very difficult for learner. Advantage: bilingual method helps learner to developing both fluency and accuracy in the target the language; in this method there is no need of audio visual aids other technology so this method is very useful for every teacher. Disadvantage: teacher should be master in use of mother tongue while teaching second language; the teacher should have the knowledge of use of both methods while teaching English. (Dr. Patel M.F. and Praveen M. Jain 2008: 84) 4. The Reading Method Characteristics of this Method: the emphasize is on reading ability; this method ignores reading and writing aspect of language learning. Advantage: this method develops the reading ability in learner; it makes learner a good reader; reading becomes very easy and free from phonetic difficulties. Disadvantage: this method talks about only one skill that is reading which is not proper. Every skill has it contribution in developing of the language. Only reading cannot create interest in students. He also wants to speak and listen and write. (Dr. Patel M.F. and Praveen M. Jain 2008: 85) The Situation Method: In this approach speech is emphasized as the basis of the language and structure is very important for developing speaking ability. In this method there is direct bond between speech and expression. Advantage: With the help of situation the students can understand effectively and can master the structure effectively and have clear impression in their mind; it makes teaching very effective and interesting and alive instead of a burdensome process. Disadvantage: such as a prose, poetry, rapid readers, and composition items cannot be taught through this approach. Only intelligent and bright students can take the benefit of this approach, not average students. (Dr. Patel M.F. and Praveen M. Jain 2008: 86) To sum up, the authors describe in their works the major methods in English learning. There is no one of the best, each should be used, and each of them needs to be practiced in order to achieve perfect results in language studying.

2.1.The Analyze Of Collocation The aims of the practical part are: -to investigate the collocations; -to emphasize the role of grammatical and lexical collocation in the process of the language learning; -to consider the structure and the type of collocations; -to define the most frequently used collocations; -to emphasize the importance of collocations in the process of language learning. Although it is generally accepted that collocations are both indispensable and the same time problematic for foreign language learners and especially for adult learners.

Benson, Benson, and Ilson (1986) categorized English collocations into two classes: lexical collocations and grammatical collocations (with 7 and 8 types respectively); lexical collocations are made up only of verbs, adjectives, nouns and adverbs in different possible combinations while grammatical collocations contain words such as verbs, adjectives or nouns combined with a preposition or a grammatical structure. 'The full range of collocation', as well as implying collocations of different strengths, covers all the following types of combination: Pattern: V + N/P (verb+ noun or prepositional phrase ,pronoun );donating creation or activation V + Adv(verb+ adverb); V + N( verb+ noun); Adj + N( adjective + noun); N + V( noun + verb); N1 + of + N2(noun1+ preposition of+noun2) ; Adv + Adj(adverb+ adjective); N+N (noun 1+ noun 2); N + Prep(noun+ preposition); N + to + Inf(noun+ participle to+ infinitive); N + that-clause( noun + subordinating clause that is formed by conjunction that); Prep + N( preposition+ noun); Adj + Prep(adjective +preposition); Adj + to + Inf (adjective+ participle to +infinitive); Adj + that-clause(adjective+ subordinating clause that is formed by conjunction that); V + Prep(verb+ preposition); V + direct O + to + indirect O (verb+ direct object+ participle to +indirect object); V + indirect O + direct O(verb+ indirect object+ direct object) ;

 V + direct O + to + indirect O(no movement for dative)(verb+ direct object+ participle to+ indirect object); V + direct O + for + indirect O (verb+ direct object+ preposition for+ indirect object ); V + indirect O + direct O(verb + indirect object +direct object ); V + Prep + O(verb+ preposition+ object); V + O + Prep + O(verb+ object+ preposition+ object) ; V + to +Inf(verb+ participle to+ infinitive) ; V + bare Inf(verb+ bare Infinitive) ; V + V-ing(verb+ verb with ing ending ; V + O + to Inf (verb+ object+ to infinitive); V + O + bare Inf(verb + object6 bare infinitive ); V + O + V-ing(verb + object + verb with ing ending); V + a possessive and V-ing; V + that clause. Collocation is the way words combine in a language to produce natural-sounding speech and writing. For example, in English you say strong wind but heavy rain. It would not be normal to say *heavy wind or *strong rain. And whilst all four of these words would be recognized by a learner at pre- intermediate or even elementary level, it takes a greater degree of competence with the language to combine them correctly in productive use. To a native-speaker these combinations are highly predictable; to a learner they are anything but. Collocation runs through the whole of the English language. No piece of natural spoken or written English is totally free of collocation. For the student, choosing the right collocation will make his speech and writing sound much more natural, more native speaker- like, even when basic intelligibility does not seem to be at issue. A student who talks about "strong rain may make himself understood, but possibly not without provoking a smile or a correction, which major may not matter. He will certainly be marked down for it in an exam. But, perhaps even more importantly than this, language that is collocationally rich is also more precise. This is because most single words in the English language especially the more common words - embrace a whole range of meanings, some quite distinct, and some that shade into each other by degrees. The precise meaning in any context is determined by that context: by the words that surround and combine with the core word - by collocation. A student who chooses the best collocation will express himself much more clearly and be able to convey not just a general meaning, but something quite precise. I analyzed texts for practical part and want to make conclusion. So it was overviewed fifteen examples of collocation on the theme weather. From them the thirty three are related to adjective+ noun structure .For example: mild climate. This type is the most frequently used.

Farther is structure verb+ prepositional phrase: to remain for long. The quantity amounts to four examples. The less used structures are verb+ adjective: three examples: to be possible; verb+ adverb: two examples; verb+ noun :two examples; preposition +noun: two examples ; noun + of +noun: two examples ; and noun+ noun :two examples . The results of analyze are illustrated in following diagram.
35 30 25 20 15 10 5 0 1

Chart 2.1. The structure Of Collocations So, the most predominate structure is adjective + noun. When we describe natural processes, we need of adjective in order to characterize it properly. We have to describe for example the temperature, the strength of wind, the amount of precipitation. Next is the structure verb+ +prepositional phrase. Natural phenomenon also refers to a process, action; it brings some changes or remains the same. For example, when we specify the consequences of floods or hurricane. In this case we use this structure. Further are structures that have about the same number of examples: verb + adjective, verb + adverb; verb + noun; preposition + noun; noun +of+ noun; noun+ noun. Also we can analyze the type of collocations. Furthermore we can examine frequent type of collocations. I related to Hill classification of collocation (2000, pp. 63-64). There are: Unique- it is collocations that are fixed and cannot be substituted by another one. Strong collocations- These are not unique collocations and have a few other possible collocates. Weak collocations- It is collocations that can be easily foretold. I have analyzed 50 examples and came to such results: the majority consists weak collocations, the quantity is thirty three examples; further are strong collocations with number of fourteen examples and finally unique collocations-three examples. So, we can make conclusion that the

most frequent collocations are weak collocation, because we can combine their elements with another words and create a big amount of new collocations. Weak collocations are easily to understood and to use because their meaning are more accessible for those who learn language.
35 30 25 20 15 10 5 0 weak collocation strong collocation unique collocation

Chart 2.2 The type of collocations Also, it is crucial to emphasize the meaning of collocations. The meaning of collocations is fixed. The meaning of each part relate to the meaning of the whole collocation. The lexical meaning of any given word is achieved by multiple statements of meaning at different levels, for instance the orthographic level, phonological level, grammatical level, and collocational level. For example, the meaning of the word fish is any of various cold-blooded, aquatic vertebrates, having gills, commonly fins, and typically anelongared body covered with scales. Next the pronunciation is presented, then at the grammatical level we note that it is a noun and by making such statements at the grammatical level we make explicit a further component of meaning. Also, formal and etymological meaning may be added, together with social indications of usage. Finally, at the collocational level, one of the meanings of the word fish is its collocation with coastal, as in coastal fish. Each lexical word becomes a discourse word when it is used in ordinary discourse, and the particular meaning which is in focus is called its lexical meaning. To conclude in this paper it was discussed the value of collocations and it was analyzed fifteen examples of collocations from the topic of weather. There was clarified various structural types of collocations and its meaning. It was determined the most frequently used collocations. Collocations are useful by their nature of providing a vivid and comprehencive translation .The importance is expressed by their abundance in language.It is difficult to descry collocations because of their double meaning and unregular grammar structure. It is cruicial to add that collocation patterns are learned by heart as whole units for achieving language fluency. The

native English speaker intuitively makes the correct collocation, based on a lifetimes experience of hearing and reading the words in set combinations. The non-native speaker has a more limited experience and may frequently collocate words in a way that sounds odd to the native speaker. It may seem easy for advanced learners to use collocation properly. This is not the case for students who are at the intermediate level. At this learning stage, students struggle to use words correctly. The common collocations make the language more descriptive and vivid. Also it serves for economy of time and words .We can express by few words our thought in full. The speech gains a style, quality and value. Using collocation improves the ability to express oneself clearly. Also they serve in speech as connectors between sentences, so the transition is smooth. Moreover collocations develop our listening capacity. So we can predict the following word of our interlocutor and to understand him correct. Finally the memorizing of collocations is more easily than isolated words, because the collocations create in our mind and imagination the associations. So, teacher should arise the interest to collocations and encourage learner because acquiring competence in collocations is a long process. Learners should be sensitive to noticing collocations in language. Reading and listening help learners notice collocations while writing and speaking activities provide opportunity to practice. Also, language learners should be presented with authentic texts. One of the best examples is a newspaper article, which is extremely rich in collocations. I think, seeing how the language is really used is a great motivating factor for learners. To sum up, collocations make the language more natural and more easily understood. Second, the person has alternative and richer ways of expressing himself. Third, it is easier for our brains to remember and use language in chunks or blocks rather than as single words.

References Gulnora Sharipova Rajabboy 2004/ English Teaching Methodology Course Of Lectures/Qualification Paper, Tashkent. P 3-26. James Odriscoll, 2009, Britain For Learners Of English, Oxford University Press: New York.pp.223 Irfan Tosuncuoglu, 2001, Teaching Vocabulary For Active Use, Kyrgyz-Turkish Manas University.P.24 Joan Oakland, 2001 British Civilization, Routledge: London.pp.301 John Pikulski and Shane Templeton, 2004, Teaching and Developing Vocabulary: Key to LongTerm Reading Success; Litho: USA. P.12 Patel M. F. and Praveen M. Jain, 2008, English Language Teaching, Sunrise Publishers and distributors: Vaishali Nagar. P 71-87. Paul Harvey ,1985, Britain explored , Longman: London pp.175 Sandra Tompson Issa, 2009, An Approach TO Teaching Organizational Skills To Adults , English Teaching Forum:Washington.P8-17. Solange Moras, 2001, Teaching Vocabulary To Advanced Students: A Lexical Approach; Oxford University Press: Brazil. P.5. Violeta Seretan, 2011, Syntax -Based Collocation Extraction, Springer: University of Geneva: Switzerland P.1-21 English Teaching Forum vol.47 N 3 (2009)/ Using VOA Special English To Improve Advanced English Learners Productive Use of High Frequency Words by Yao Nan and Zuo Mingfang P.26-32

Appendix Theme: Weather mild climate(antonym-severe climate);structure :adjective+ noun; type- weak collocation. warm water, warm air (heat but not enough to be hot); structure: adjective +noun; weak collocation. Example: For example Edinburg is 56 degrees north of the equator, the same latitude as Moscow, yet its climate is much milder because of the Gulf Stream, which brings warm water and air across the Antlantic from the Gulf of Mexico. to remain for long(antonym-melt);structure: verb+ prepositional phrase; weak collocation. to be possible (to be comfortably);structure: verb+ adjective; weak collocation. to fall occasionally (to fall from time to time);structure : verb+ adverb; weak collocation. Example: As a result, snow only falls occasionally and does not remain for long, except in the Scottish mountains, where skiing is possible. to bring rain (to contribute the precipitation); structure: verb+ noun; weak collocation. Example: The wind brings rain from the Atlantic to the hills of the west. the western/the east parts (parts of the world where the sun sets and rises); structure: adjective +noun; strong collocations. continental cities(located on mainland) ;structure :adjective+ noun ;strong collocation. unpredictable weather (occasional); structure : adjective +noun; weak collocation. particularly wet (especially wet ); structure : adjective + noun; weak collocation. Example: This means that the western parts of Britain are wetter than the east, which is fairly sheltered. London is drier than continental cities such as Hamburg. Its weather may be unpredictable, but it is not particularly wet. geographical position(geographic);structure : adjective+ noun; weak collocation. small / compact size (a measure); structure: adjective+ noun; weak collocation. to be marked by (noted/ pointed by); structure : verb+ preposition; strong collocation. Example :Britains geographical position is marked by latitude 50 grade N in southern England and by latitude 60 grade N across the Shetlands. It thus lies within only 10 grade of latitude and has a small and compact size when compared with some European countries. geological/climatic history: structure : adjective+ noun; weak collocations. Example: These result from a long geological and climatic history. earth movements (the movement of the crust of the earth); structure: adjective+ noun; strong collocation. old part (ancient parts) ;structure : adjective + noun; weak collocation.

Example: Earth movements forced mountains to rise from the sea-bed to form the oldest parts of Britain. sub-tropical period( climatic period) structure: adjective+ noun; strong collocation. swamp forests (flooded forests, are forests which are inundated with freshwater, either

permanently or seasonally); structure :adjective+ noun; strong collocation. lowland zone (low, flat land); structure: adjective +noun; weak collocation. Example: Later, the climate alternated between warmth and Arctic temperatures. to move southwards (to move in south direction); Structure: verb+ adverb; weak collocation. free from effect : structure : adjective +preposition +noun; weak collocation. Example: During the latter Ice Age periods, glaciers moved southwards over the islands, with only southern England free from their effects. highland areas (a mountainous or hilly section of a country); structure : Adjective+ noun; strong collocation. to wear away (to level the highland); structure: verb+ preposition; unique collocation. weathering agents(the mechanical and chemical breakdown of rocks by the action of rain, snow, cold); structure: adjective+ noun; unique collocation. mountain peak(the summit of a mountain); structure: adjective+ noun; strong collocation. waste material (the dust ,stones); structure :adjective+ noun; weak collocation. new rock (the rock formed in the lasts climatic ages); structure: adjective+ noun; weak collocation. Example: Highland areas were slowly worn away by weathering agents such as wind, ice and water. This process rounded off the mountain peaks and moved waste materials into lowland zones, where they were pressed into new rocks and where the scenery became softer and less folded. part of mainland( definite area of land ) ;structure : noun + of +noun ; weak collocation. sea level (it is a measure of the average height of the ocean's surface ); structure: adjective+ noun; strong collocation. wide/ narrow point structure: adjective +noun; weak collocation. stretch of water (the area of water) ; structure :noun+ of+ noun; strong collocation. land mass (it is a contiguous area of land surrounded by ocean); structure :noun+ noun; strong collocation. tidal water (are all waters downstream from an inland water boundary often referred to as head of tide); structure: adjective+ noun; strong collocation. to cause flooding structure: verb+ noun; weak collocation. part of country structure: noun +of+ noun; weak collocation.

Example: Britain was originally part of the European mainland. But the melting of the glaciers in the last Ice Age caused the sea level to rise. The country was separated from the continent by the North Sea at its widest, and by the English Channel at its narrowest, points. The shortest stretch of water between the two land masses is now the Strait of Dover between Dover in southern England and Calais in France (24 miles, 38 km). There are many bays, inlets, peninsulas and estuaries along the coasts, and most places in Britain are less than 75 miles (120 km) from some kind of tidal water. Tides on the coasts and in inland rivers (in addition to heavy rainfall) can cause flooding in many parts of the country. flood barrier (floodgate); structure: adjective+ noun; weak collocation. inland areas(it is an area of land away from the coast or shore line. It usually refers to the interior part of a country or region); structure: adjective +noun; weak collocation. to suffer loss ( to get over a loss); structure :verb+ noun; weak collocation. coastal seas ( the sea on the land near a coast); structure: adjective+ noun; strong collocation. financial loss ( pecuniary loss); structure: adjective+ noun; weak collocation. temperate climate ( a climate or a place which is never extremely hot or extremely cold) ;

structure: adjective+ noun; weak collocation. northerly position (the place situated toward the north); structure: adverb+ noun; weak collocation. fishing industry (activity concerned with taking, culturing, processing, preserving, storing, transporting, marketing or selling fish or fish products); structure: adjective +noun; weak collocation. coastal fish (also called offshore fish or neritic fish, inhabit the sea between the shoreline and the edge of the continental shelf); structure: adjective+ noun; weak collocation. Example : Substantial finance is needed by local authorities to construct defenses against this threat. For example, a London flood barrier was completed in 1984 across the River Thames. Flooding seriously affected many low-lying inland areas of Britain in 200001, with people suffering property and financial loss. The coastal seas are not deep and are often less than 300 feet (90metres) because they lie on the Continental Shelf, or raised sea-bed adjacent to the mainland. The warm North Atlantic Current (Gulf Stream) heats the sea and air as it travels from the Atlantic Ocean across the Shelf. This gives the country a more temperate climate than would otherwise be the case, when one considers its northerly position. It also influences the coastal fish breeding grounds, on which the national fishing industry is considerably dependent.