ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
373
Samarkand State Institute of Foreign Languages
THE IMPORTANCE OF CARTOONS IN TEACHING A FOREIGN LANGUAGE
IN PRESCHOOL EDUCATION
Abduraximova Farida Komiljon qizi
Teacher of English language
Samarkand State Institute of Foreign Languages
Alev Çetiner
Hacette University of Foreign Languages
Teacher of English language and literature
Abstract
: In this article, we would like to demonstrate old and modern methods of
teaching a foreign language in preschool educational institutions. The article discusses
innovative methods of teaching foreign languages and various methods used in the training
course.
Keywords
: cartoons, tourism, hypothesis
Currently, English has acquired the status of an international language, and it has become
an important part of modern culture, economics, politics, sports, education, art, tourism, and
knowledge around the world. To learn any language more effectively, it needs to be learned
naturally. Linguists have put forward all the interesting hypotheses about learning foreign
languages. According to Stephen Krashen (1982), there are two ways in which children can learn
and master a foreign language. They can watch movies, animated TV shows, listen to talk shows,
presentations from conferences, download and use a wide variety of programs, including games
that they use to replenish vocabulary, learn grammar, and develop listening and writing skills in
life. Watching a cartoon in a foreign language has a positive effect not only on improving the
skill, but also on other levels of language acquisition, in particular, the child learns new words,
learns to build sentences, ask questions and use them in the appropriate context, for example, Dr.
Bayaz Enayati and Farhad Kakarash studied the effect of watching cartoons in English on the
grammatical accuracy of students. elementary school. The researchers noted the positive effect
of cartoons on language acquisition, in particular, its grammatical structure. However, as the
results of their research have shown, watching cartoons does not improve writing skills. These
skills are the most difficult to master, and cartoons or any other video materials do not actualize
them (Enayati and Kakarash, 2016). Using the cartoon classroom from a constructivist point of
view, the world of educational technology is currently rapidly improving due to the development
of audiovisual tools and tools that provide teachers with many opportunities to build activities
and use methods related to the use of authentic language materials. Baylor (1996) first believes
that the use of cartoons as an educational tool has a direct impact on the classroom. Both wanted
to encourage teachers to take a focused approach to making a practical and instant impact in the
classroom.
The classroom not only has an impact on the animation classroom, but also has an effective
impact. Nevertheless, it is an innovative teaching creative learning strategy, therefore, the
purpose of this article is to discuss how an animated cartoon as a pedagogical material can be
used in a language classroom from a constructive point of view. Moreover, when students watch
a cartoon, they have an incentive to speak the language they are learning. Hull (1943), in his
behavioral theory, argues that four main factors influence second language acquisition: stimulus,
association, reinforcement, and imitation. Watching cartoons gives students the opportunity to
use their acquired vocabulary in various contextual situations, because they can receive this
incentive necessary to build vocabulary and use language in various forms. Watching cartoons in
a language will change students' attitudes from negative to positive. Because watching animated
films allows the two hemispheres of the brain to fully work, and because they are equipped with
auxiliary tools such as music, sound, and colorful attributes, animated films can be meaningful
educational material that requires less understanding skills and ensures manageability and order
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
374
Samarkand State Institute of Foreign Languages
in the classroom. Cartoons, as a rule, attract the attention of students and do not allow students to
escape from the learning context, as they include pleasant tools and humorous speeches.
In the field of teaching foreign languages, various methods are used to make learning
effective. Teachers choose a method according to the context and the availability of resources in
the classroom. One of the audio-visual (AV) media in the classroom helps learning. Computer
animation and cartoons can be used in the classroom. There are many advantages of using AV
media in the classroom (Arsyad, 2008).
The quantitative study was chosen to investigate the effectiveness of English language
teaching methods in elementary schools through practical research. The population was selected
from the governing primary school for the study. The purpose of this is to improve the learning
of a foreign language by primary school children through animated actions, and the contextual
presentation of cartoons for primary school children helps to increase the vocabulary of children
in a foreign language, replacing the effects of boring lessons. The cartoon audio recordings on
this screen help students memorize new words and memorize them. Cartoons are very helpful in
learning a foreign language, because cartoons explain colorful landscapes and their characters,
music and sound effects to children through cartoons, rather than just learning the language. And
the world of life can help children master their worldview, vocabulary, and a foreign language,
and make their imagination more interesting, and make it easier for students to understand, study,
and guess the meaning of words, because language and action fit into cartoons. This is useful for
high school students and auxiliary students, such skills are mainly effective in teaching a foreign
language, as well as in teaching other subjects. Using cartoons as educational material for
children also helps teachers and encourages students to actively participate in lessons and
improve their skills. As the educational material from the main animated films develops the
language of students when they are diverse with constructive staging, cartoons are an expressive
form of language, and animated cartoons are suitable for the level of all students and are easier
for everyone to understand.
Used literatures:
1. Ali S. Algonaim, "The impact of watching television cartoons in English on learning
English as an English language." A case study of an Arab small child.
2. Ammara Farrukh, Muhammad Ahmed. Norwegian University of Science and
Technology, Hujra Shah Mukim State Secondary School (Okara). The effectiveness of using
cartoons in teaching English to schoolchildren.
3. Stephen Kreshen (1982) Principles and Practice of Second Language Acquisition,
Programming Press Inc.
4. Nimer Abuzakhra. The use of cartoons in foreign language lessons from a constructivist
point of view. English Faculty of Arts, University of Hebron, Palestine.
5. М Файзуллаева. Лингвистический и лингвокогнитивный анализ образа матери в
произведениях
Уткира
Xашимова.
Общество
и
инновации,
2023.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=9NS0PMkAAAAJ&c
itation_for_view=9NS0PMkAAAAJ:M3ejUd6NZC8C
6. R Narzikulova. The way of the life of the Japanese-English writer Kazuo Ishiguro,
Academic
research
in
educational
sciences,
2021.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=Nwrzs00AAAAJ&cit
ation_for_view=Nwrzs00AAAAJ:Tyk-4Ss8FVUC
7. F Abduraximova, A Arıkan The Importance Of The Grammar Translation Method In
Teaching English, Education And Research In The Era Of Digital Transformation, 2025.
https://scholar.google.com/citations?view_op=view_citation&hl=ru&user=hXRYYwIAAAAJ&
citation_for_view=hXRYYwIAAAAJ:mVmsd5A6BfQC
