Формы и особенности выражения детской речи в литературных произведениях

Xorijiy lingvistika va lingvodidaktika

–

Зарубежная

лингвистика

и

лингводидактика

–

Foreign

Linguistics and Linguodidactics

Journal home page:

https://inscience.uz/index.php/foreign-linguistics

The forms and features of expression of children’s speech

in literary works

Mekhriniso ABDURAMOVA

1

, Zulaykho IBOTOVA

2

Uzbekistan State World Languages University

ARTICLE INFO

ABSTRACT

Article history:

Received April 2024

Received in revised form

10 May 2024

Accepted 25 May 2024

Available online

25 June 2024

Children's speech in literary works encompasses various

aspects of speech development, linguistic patterns, and
communication styles. Research has shown that autistic
children often exhibit unique speech characteristics, which can

be reflected in literature to portray diverse speech patterns.
Studies also emphasize the relationship between speech errors

and language development, highlighting the importance of
accurate depictions of children's speech. The concept of
"motherese" and its impact on child-directed speech, along with

the portrayal of speech sound disorders, adds layers of
authenticity to literary dialogues. By integrating these insights,
authors can create nuanced and realistic representations of

children's speech, enhancing the depth and relatability of their
narratives.

2181-3701

/©

2024 in Science LLC.

DOI:

https://doi.org/10.47689/2181-3701-vol2-iss1

/S

-pp396-401

This is an open-access article under the Attribution 4.0 International

(CC BY 4.0) license (

https://creativecommons.org/licenses/by/4.0/deed.ru

)

Keywords:

children's speech,

literary works,

speech development,

linguistic patterns,

communication styles,

speech disorders,

speech analysis.

Adabiy asarlarda bolalar nutqining foydalanish shakllari
va xususiyatlari

ANNOTATSIYA

Kalit so‘zlar

:

Bolalar nutqi,

adabiy asarlar,

nutq rivojlanishi,

lingvistik modellar,

kommunikatsiya uslublari,

nutq buzilishlari,

nutq tahlili

Bolalar nutqi adabiy asarlarda nutq rivojlanishi, lingvistik

modellar va kommunikatsiya uslublarining turli jihatlarini o‘z
ichiga oladi. Tadqiqotlar shuni ko‘rsatadiki, autistik bolalar

ko‘pincha o‘ziga xos nutq xususiyatlarini namoyon etadi, bu esa

adabiyotda turli nutq modellarini tasvirlash uchun aks ettirilishi
mumkin. Tadqiqotlar, shuningdek, nutqdagi xatolar va til

1

Teacher, Department of English Language Teaching Methodology, Faculty of English Language 2, Uzbekistan State

World Languages University. E-mail: murodjonovna21ma@gmail.com

2

Teacher, Department of English Language Teaching Methodology, Faculty of English Language 2, Uzbekistan State

World Languages University. E-mail: ibotovazulayho@gmail.com

Xorijiy lingvistika va lingvodidaktika

–

Зарубежная лингвистика

и лингводидактика

–

Foreign Linguistics and Linguodidactics

Special Issue

–

1 (2024) / ISSN 2181-3701

397

rivojlanishi o‘rtasidagi bog‘liqlikni ta’kidlab, bolalar nutqining
aniq tasvirlanishining muhimligini ko‘rsatadi. “Onalik nutqi”

konsepsiyasi va uning bolalarga yo‘naltirilgan nutqqa ta’siri,

shuningdek,

nutq

tovushlari

buzilishlarini

tasvirlash,

adabiy dialoglarga haqiqiylik qatlamlarini qo‘shadi. Ushbu

tushunchalarni birlashtirib, mualliflar bolalar nutqining nozik
va real tasvirlarini yaratishi mumkin, bu esa hikoyalarning

ma’noviy boyligi va ishonchliligini oshiradi.

Формы и особенности выражения детской речи

в литературных произведениях

АННОТАЦИЯ

Ключевые слова:

детская речь,

литературные

произведения,

развитие речи,

лингвистические модели,

стили общения,

речевые нарушения,

анализ речи

.

Речь детей в литературных произведениях охватывает

различные аспекты развития речи, лингвистических

моделей и стилей общения. Исследования показывают, что
дети с аутизмом часто демонстрируют уникальные
характеристики речи, которые могут быть отражены в

литературе для изображения разнообразных речевых
паттернов. Исследования также подчеркивают связь между

ошибками в речи и развитием языка, указывая на важность
точных

изображений

детской

речи.

Концепция

«материнской речи»

и ее влияние на речь, направленную

на детей, наряду с изображением речевых нарушений,
добавляет слои аутентичности в литературные диалоги.
Интегрируя эти инсайты, авторы могут создавать тонкие и

реалистичные представления детской речи, усиливая
глубину и узнаваемость своих повествований.

INTRODUCTION

The topic of children’s speech in literary works is extensive and detailed. This is

because the concept is closely linked to many aspects of language development, patterns,

and types of communication. In their 2011 study, Bonneh and colleagues observed that
young individuals with autism exhibit an atypical form of speech, characterized by

elevated pitch variability and exaggerated intonational peaks and troughs. With regard to
the question, this study provides insights into how children with autism speak and can be

used to depict various verbal patterns in literature. [1, 94] Furthermore, the study by
Wren et al. (2016) examines the correlation between speech error rates during the

development of children at different ages and their expressive language. This connection

should be taken into account when illustrating the focus of children’s speech in literary

contexts with references to their speech development trajectories. Such insights could be

employed by authors to provide more realistic portrayals of children’s language use in

their works, as well as the developmental processes that underpin it. [2, 365-369]

LITERATURE REVIEW

In their article, Gleitman and her colleagues define the term "motherese" as a form

of communication used by caregivers when addressing young children. This form of

communication is distinguished by a simpler syntactic structure and a higher-pitched

Xorijiy lingvistika va lingvodidaktika

–

Зарубежная лингвистика

и лингводидактика

–

Foreign Linguistics and Linguodidactics

Special Issue

–

1 (2024) / ISSN 2181-3701

398

tone. This may assist in the investigation of the manner in which children become

exposed to various structures of speech, including motherese, which can be applied in
writing for literary works with child characters. Consequently, by replicating the

characteristics of motherese, authors can enhance the realistic nature of the characters’

dialogue and interactions included in the stories.

Another area of interest for Eadie et al. (2014) is the study of speech sound

disorders in children, including articulation disorders and phonological disorders.

A comprehensive account of the impact of these disorders on the speech of children is
provided, which would be beneficial for authors writing realistic characters with speech

difficulties. In the case of such disorders, it is of the utmost importance that writers

portray the children’s speech patterns with greater accuracy in order to provide a more

convincing and realistic representation. [3, 59] Safavi et al. (2018) provide an in-depth
analysis of the challenges associated with accurately capturing the characteristics of

speakers, including age groups and gender, in children. This study demonstrates that
children's speech exhibits a number of variations contingent on specific factors. These

variations can be incorporated into literary works to provide the child character in the
book with a distinctive voice. In light of this knowledge, authors are able to apply this

information in order to ensure that their characters speak with the correct language that
is relevant to their age and the differences in voice quality that are associated with the

characters' age.

Furthermore, Rvachew (2007) employed phonological processing skills and

reading abilities of children with speech sound disorders to elucidate the
interrelationship between the two skills. [15, 79-82] The coherence that has been

established between speech and literacy demands the true representation of children’s

speech in literary works, particularly in the context of the development of literacy skills.

In their study, Kadirov et al. (2021) focused on the enhancement of speech

activities within the context of didactic games. They emphasized the role of interactive

and play-based activities in the early development of children's vocabulary and thinking
skills. Consequently, the incorporation of play elements into literary analyses can enrich

the linguistic interactions and discourse of child characters, offering a comprehensive
understanding of children's language development. When educational aspects are

incorporated into the plot, the authors do not merely entertain young learners; they also
enlighten them through the use of language in the form of stories. [14, 249-253]

DISCUSSION

Furthermore, Kuo et al. (2022) present a deep-learning-based approach for

distinguishing Chinese speech sound disorders in children. Their use of technology for

analyzing and identifying children’s speech sounds demonstrates the potential of

technology in this field. This technological advancement may prompt the authors to

create a more diverse and realistic representation of children’s speech in a literary piece

through the integration of the analysis of literary algorithms for children’s spoken words.

With the advent of such tools, writers should be able to create narratives wherein

children's speech is rendered as naturally as possible while maintaining a traditional feel,
incorporating modern technology where appropriate. [5, 23-26]

In a different context, McLeod et al. (2001) observed the manner in which children

learn consonant clusters in their native language, with a particular focus on the

developmental aspects of children’s speech sounds. It is beneficial for authors to

Xorijiy lingvistika va lingvodidaktika

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Зарубежная лингвистика

и лингводидактика

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Foreign Linguistics and Linguodidactics

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399

implement realistic speech patterns and language skills, particularly for child characters,

within fiction, in order to gain an appreciation for the general sequence of phoneme

development. Consequently, when a writer is attempting to portray children’s language

abilities in a socially acceptable manner, it is advisable to align their linguistic patterns

with the various stages of language development. Additionally, in a review of the impact

of new digital technologies in children's literature, Кусова (2020) examines the potential

for learning through digital media. This interconnection between technology and

literature allows authors to present new and varied options that will entice children and

include aspects of language development in order to enrich the story. The incorporation

of digital elements into literary works enables authors to enhance the literacy

experiences of learners, thereby facilitating their language acquisition.

Walton & Walton-Wetzel (2013) examine the various forms of reported speech

and their role in shaping the authorial voice during middle childhood. Additionally, the

study focuses on the evolution of children's narrative styles as they develop meta-

cognitive awareness. Studying children’s narrative voices could assist authors in

understanding the nuances of natural conversations and narratives for child characters

in children’s literature. By portraying the process of self

-reflection and the mastery of

narration abilities in children, writers can introduce the audience to appealing and easily

inculpatory characters. Similarly, Khasanovna & Farkhodovna (2021) also evaluates the

interrelation between the literature lesson and the mother tongue teaching, emphasizing

the linguistic capitalities in literary education. [13, 25-29] This integration underscores

the significance of language in the interpretation of literature and in assisting authors in

portraying the linguistic variations and colloquialisms of their characters. Consequently,

writers may enhance their written works and devise compelling narratives of language

instruction by integrating facets of language pedagogy. [8, 21] In their study, Setiawati &

Dewi (2018) examine the pragmatic competence of preschool-age children with regard to

the forms, functions, and types of speech acts. This study of children’s pragmatic skills is

informative for any writer who wishes to portray realistic conversations and interactions

in fictional stories with children as characters. By employing a diverse range of speech

acts and functions, writers can create a multifaceted and nuanced portrayal of how

children narrate and speak, as well as how they interact with one another. [12, 256-262]

Nasution et al also concur, noting that children’s storybooks are culturally used in

character education to help inculcate values and principles among readers (Suwarniti &

Merawati, 2019). [9, 13] Exposing children to a wide variety of texts empowers the

reader to provide useful lessons through narratives that influence character and

perspectives as well as encouraging authors to write books that can both educate and be

entertaining. Thus, enriching the children’s stories with cultural references and

education-related themes, the authors can help young readers develop tolerance, respect,

and self-improvement, all initiated through the art of storytelling.

In their 2019 study, Lyakso and colleagues examine the communication patterns of

emerging adults and preschool children with and without developmental disorders. They

highlight the importance of differentiated communication strategies in these contexts.

[10, 39-42] It would be beneficial to apply the knowledge gained from these studies on

the mechanisms of adult language exposure to children to create realistic dialogues and

relationships between characters in literature where children are involved. In order to

make the narratives realistic, it is essential that writers focus on how the characters

communicate with each other and how they perceive others in different situations. This

will ensure that the stories are interesting for readers of various age groups. [11, 8-12]

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CONSLUSION

In conclusion, the forms and features of children’s speech in literary works

encompass a number of linguistic aspects, including language and speech development,

as well as the communication process. From the existing literature on children’s speech

development and language disorders, technology, and education, authors can advance

their characterizations and situations in their books. The innovative and creative
utilisation of motherese and speech sound disorders, as well as the convergence of

technology and literature, provide a rich and diverse array of concepts with which
writers can create realistic, dynamic, and meaningful dialogues and interactions of

childhood. In this manner, the various and occasionally intricate facets of children’s

speech in literary works are not only acknowledged by authors but utilized as a valuable

instrument for efficacious child engagement, education, and motivation, while
concurrently providing a substantial representation of children and their experiences in

literary narratives.

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Xorijiy lingvistika va lingvodidaktika

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Зарубежная лингвистика

и лингводидактика

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Special Issue

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1 (2024) / ISSN 2181-3701

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