Topical issues of language training
in the globalized world
70
References
1.
Brown, H. D., & Lee, H. (2015).
Teaching by principles: An interactive approach to language
pedagogy
. Pearson Education.
2.
Byram, M. (1997).
Teaching and assessing intercultural communicative competence
.
Multilingual Matters.
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Hofstede, G. (2001).
Culture
’
s consequences: Comparing values, behaviors, institutions, and
organizations across nations
. Sage Publications.
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Kramsch, C. (1993).
Context and culture in language teaching
. Oxford University Press.
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Lightbown, P. M., & Spada, N. (2013).
How languages are learned
. Oxford University Press.
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Richards, J. C., & Rodgers, T. S. (2001).
Approaches and methods in language teaching
.
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Swan, M. (2001).
Practical English usage
. Oxford University Press.
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Tomlinson, B. (2011).
Materials development in language teaching
. Cambridge University
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Рахмонов, А. Б. (2022, February). КРЕАТИВНАЯ КОМПЕТЕНЦИЯ КАК ОДНА ИЗ
КЛЮЧЕВЫХ КОМПЕТЕНЦИЙ ПРЕПОДАВАТЕЛЯ.
In
The 7 th International scientific
and practical conference “Science, innovations and education: problems and
prospects”(February 9
-11, 2022) CPN Publishing Group, Tokyo, Japan. 2022. 842 p.
(p.
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Сатибалдиев, Э. К. (2022). ЯЗЫКОВОЕ КОНТАКТИРОВАНИЕ: БИЛИНГВИЗМ,
ПОЛИЛИНГВИЗМ,
ИНТЕРФЕРЕНЦИЯ.
In
ИНОСТРАННЫЙ
ЯЗЫК
В
ПРОФЕССИОНАЛЬНОЙ
СФЕРЕ:
ПЕДАГОГИКА,
ЛИНГВИСТИКА,
МЕЖКУЛЬТУРНАЯ КОММУНИКАЦИЯ
(pp. 144-149).
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Темирова
,
Н
., &
Далиева
,
М
. (2024). Neologisms as a linguistic phenomenon and their
interpretation in modern linguistics.
Актуальные вопросы языковой подготовки в
глобализирующемся мире, 1(1), 177
-181.
DEVELOPING EXPRESSIVE GRAMMATICAL SKILLS IN FOURTH-
GRADE STUDENTS USING ENGLISH WRITTEN TEXTS
Dadajonova Charosbonu
student
Uzbek World Languages University
Scientific advisor: Kattabayeva Dilrabo
teacher
Uzbek World Languages University
Abstract
When starting a foreign language learning, it is very crucial to have a good grammatical
knowledge in order to be able to communicate fluently. If a learning process lacks of it, the final
outcome will not be completed. This article discusses the main significance of expressive-
grammatical skills in English language classes and it benefits of starting from early age for getting
a better results. It begins by providing basic information about learning foreign languages for having
a bright future, such as a better planned aim, having a bilingual advantage in modern world. After
that, it also describes advantages of acquiring a better grammatical knowledge in primary school
Topical issues of language training
in the globalized world
71
period with different writing exercises and practices. Then it explores importance of utilizing different
types of written materials according to age groups of students, such as suitable written tasks for
improving expressive grammatical ability for enhancing learners flexibility in English classes.
Overall, this article gives a comprehensive data about use of grammar through different written
sources and its advantages of using them in youngsters learning process for rising their interest,
avoiding anxiety and giving a motivation for learning foreign language easily.
Key words:
grammatical knowledge, bilingual advantage, flexibility, written sources,
anxiety, motivation.
Nowadays, it is very common to be able to speak more than one language in
digitalized world. This process requires a bit difficulty, but has a very significant role
for finding a right place in society and building a better lifestyle in the future. When it
comes to the main part of learning any kind of foreign language process, it is having a
good basic grammatical knowledge without any doubt, because every used sentence or
word in communication process will be created by a grammatical rules. Grammar lays
the groundwork for language competence. By learning the rules and patterns of
grammar, learners can develop their language skills systematically. It enables them to
construct sentences, expand vocabulary, and apply correct grammar rules, enhancing
overall language proficiency. A strong grasp of grammar is essential for effective
written communication. It helps learners convey their ideas coherently, use proper
punctuation and sentence structure, and adhere to grammatical conventions. Proficient
grammar usage in writing allows learners to express themselves eloquently and
persuasively. Children with speci
fi
c language impairment are known to struggle with
expressive grammar. Starting a well-organized lesson plan for teaching grammar from
primary school is very important, but most teachers complains about not enough
curricular. That
’
s why, having a better time-management and using different types of
materials according to grammar teaching, such as small written English texts, poems,
articles, easy dialogues for improving a written skills can develop learners
’
ability to
use a grammar correctly and also eliminates their anxiety and fears while starting to
communicate with other.
The importance of learning grammatical knowledge at an early age at
school
Topical issues of language training
in the globalized world
72
A philosopher once said,
‘
Half of good philosophy is good grammar
’
(
A.P.Martinich).
Early grammar instruction can actually help children develop their language
skills and position them for success in language acquisition later on. But it
’
s crucial to
remember that the main goal should be to make studying enjoyable and interesting for
the young learner.
A grammar error is one of the most recognizable signs of specific language
impairment (SLI). Children with SLI often have a lower mean length of utterance
(MLU) for their age and start talking later than their typically developing classmates.
According to Gopnik and Crago (1991), Johnson and Schery (1976), Leonard (2000),
Rice et al. (1995), Smith-Lock (1995), children with SLI show a delay in the
acquisition of grammatical morphemes (word endings that carry meaning, such as
plural
“
s
”
and past tense
“
ed
”
) that is greater than their general language delay (as
measured in MLU). The development of syntax (sentence structure) and semantics
(meaning) in children with SLI has also been demonstrated to be difficult (e.g.
Friedmann 2012, Friedmann and Novogrodsky 2004, Van der Lely 1993).
A study looked at the efficacy of a community-based language intervention
program that includes expressive grammar as one of its many linguistic objectives.
Three groups were compared by Gallagher and Chiat (2009). A speech pathologist
conducted an intensive language treatment program for one group; a nursery-based
program was given to a second group, where a speech pathologist consulted with
nursery teachers to provide treatment; and a waiting list control group was given no
intervention. Children with significant expressive and/or receptive language
impairment, ages 4 and 5, were the participants. The treatment focused on a range of
language goals and was given by community-based speech pathologists and nursery
teachers, not researchers. They discovered that children in the intensive treatment
group made far more progress in terms of grammar comprehension, vocabulary
comprehension, expressive vocabulary, and expressive information than did the
children in the nursery and the no intervention groups. However, expressive grammar
Topical issues of language training
in the globalized world
73
did not show the same improvement. On most indicators, the nursing group
’
s progress
was similar to that of the group that received no intervention. These results imply that
therapy given by nursery teachers in consultation with speech pathologists may be less
successful than therapy given by speech pathologists on its own. In addition to the
treatment agent, the intervention groups in this study varied greatly from one another.
These included the dosage, the variety of methods used, and the treatment providers
’
level of experience.
Poor language usage can make messages confusing, which impairs
communication and makes connection development difficult
—
a crucial life skill for
kids to master. On the other hand, using grammar correctly facilitates others
’
reading
and listening, improving communication and strengthening bonds with them. Children
can increase their vocabulary through grammar as they discover more engaging ways
to convey messages and deliver information.
Advantages of utilizing English written texts in learning foreign languages
We are surrounded by texts all around us, whether they are written, spoken, or
found online. People create texts using language for real-world conversation, not just
single words (Thornbury, 2005). For many second language learners, understanding
texts published in their target language and being able to extract the most significant
information from them is a crucial learning goal. Language learners need to be well-
versed in managing all sorts of literature, whether they are filling out a residence form,
interpreting a menu, or interpreting a travel schedule.
Benefits of teaching languages through text:
Exposure to real language: Students learn real language when they are
instructed in a foreign language through written materials. This can enhance their
capacity to use the language independently and help them have a better knowledge of
how it is utilized in context.
Reading skill development: Students
’
reading skills can be enhanced by using
books to teach foreign languages. This is so that they can concentrate on the words,
sentences, and general meaning of the text when reading.
Topical issues of language training
in the globalized world
74
Expanded vocabulary: Texts frequently include a wide range of terminology,
which can aid pupils in growing their vocabulary and enhancing their language
comprehension.
Flexibility: Texts can be utilized to instruct students in a variety of language
abilities, such as comprehension, grammar, and vocabulary. They are therefore a
versatile tool that may be applied to a range of language learning requirements.
Additionally, students
’
vocabulary and grammar skills can be developed
through exposure to a range of writing genres and styles. This work uses the term
“
text-
based teaching,
”
which refers to instruction based on a genre or text. According to
Halliday
’
s notion of language as social semiotic, the genre-based approach (GBA) uses
language as a tool for interpreting Hasan (2014) According to genre theorists, such
educators need to step in and intervene in the classroom, emphasizing that genres are
usually constricted (Emilia, 2005).
Teaching English through text has the added advantage of offering a wealth of
historical and cultural context. Students can learn about the social, political, and
cultural environments in which literary works were created by studying them. Students
may have a more sophisticated grasp of the English language and its function in
international communication as a result of this. Future educators may find text-based
education to be a helpful method for teaching foreign languages. It
’
s crucial to weigh
the benefits and drawbacks of this strategy against alternative approaches that place
more of an emphasis on the communicative, interactive, and cultural aspects of
language learning. Teachers can give their pupils a more thorough and productive
language learning experience by integrating different teaching strategies.
References
1.
CIRRIN, F.M and GILLAM, R. B., 2008, Language intervention practices for school-age
children with spoken language disorders: a systematic review. Language, Speech, and Hearing
Services inSchools,39(Suppl.), S110
–
S137.
2.
FRIEDMANN, N., 2012, Which questions are most difficult to under
-stand? The
comprehension of What questions in three subtypes of SLI. Lingua,121, 367
–
382.
3.
GOPNIK, M. and CRAGO, M. B., 1991, Familial aggregation of a developmental language
disorder. Cognition,39,1
–
50.
Topical issues of language training
in the globalized world
75
4.
JOHNSON, J.R. and SCHERY, T. K., 1976, The use of grammatical morphemes by children
with communication dis-orders. In D. Morehead and A. Morehead (eds), Normal and
Deficient Child Language (Baltimore, MD: University Park Press), pp. 239–
258.
5.
Hasan, R. (2014) Text-based approach to efl teaching and learning in Indonesia. Functional
Linguistics, 1(1), 9. Volume 18| March, 2023 ISSN: 2795-7365 Eurasian Scientific Herald
COMPARATIVE AND TYPOLOGICAL APPROACHES TO ANALYZING
POLYSEMY IN LINGUISTIC TERMS
Dalieva Madina Xabibullaevna
Uzbekistan state world languages university
Associate professor (PhD) department of teaching
English methodology №3
Abstract
This study explores the comparative typological approach to analyzing polysemy in linguistic
terms across English, Uzbek, and Russian languages. By grounding the research in comparative-
typological linguistics, the study emphasizes principles like comparability and terminological
adequacy. Various methods, including qualitative and quantitative analyses, are utilized to examine
the phenomena of polysemy within and across these languages. Through systematic comparison and
evaluation of terminological systems and individual terms, the research aims to uncover patterns of
similarities and differences in the lexical, semantic, and grammatical structures of polysemantic
terms. The findings highlight both unique and common features, contributing to a deeper
understanding of cross-linguistic polysemy and enhancing translation practices.
Key words:
polysemy, comparative typology, linguistic terms, terminology studies, lexical
analysis, semantic structure, cross-linguistic comparison, multilingual terminology, systematic
comparison
In the study of polysemy in linguistic terms across English, Uzbek, and Russian
languages, we base our research primarily on the principles of comparative-typological
linguistics. This approach incorporates principles such as systemicity, comparability,
terminological adequacy, sufficient depth of comparison, bi- (or multi-) laterality of
comparison, accounting for both positive and negative transfer of linguistic knowledge,
consideration of the degree of kinship and typological proximity of the languages
compared, statistical characteristics of the units compared, synchronicity, territorial
unlimitedness, and the accounting of functional styles and functional similarities
(Tsitkina, 1988). Alongside these, our research also leans on the general principles of
comparative terminology studies, focusing primarily on
“
cross-linguistic
