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инновациялар
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Society and innovations
Journal home page:
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The role of learning language in teaching process
Mahbuba MARDIYEVA
1
, Alisher ERKAYEV
2
Samarkand state institute of foreign languages
ARTICLE INFO
ABSTRACT
Article history:
Received April 2021
Received in revised form
28 April 2022
Accepted 20 May 2022
Available online
10 June 2022
The article under discussion describes the roles of teachers
and learners in CLT. The article suggests different interesting
techniques to improve the language competency and enhance
motivation of the learners.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss5/S-pp110-113
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:
verbal communication,
nonverbal language,
gestures,
age differences in learning
language.
O‘qitish jarayonida til o‘rganishning o‘rni
ANNOTATSIYA
Kalit so‘zlar
:
og‘zaki muloqot,
og‘zaki bo‘lmagan til,
imo-ishoralar,
tilni o‘rganishdagi yosh
farqlari.
Muhokama qilinayotgan maqolada CLTda o‘qituvchilar va
o‘quvchilarning roli tasvirlangan. Maqolada o‘quvchilarning til
malakasini va motivatsiyasini oshirish uchun turli xil qiziqarli
usullar taklif etiladi.
Роль изучения языка в обучении
АННОТАЦИЯ
Ключевые слова:
вербальное общение,
невербальный язык,
жесты,
возрастные различия
в обучении языку.
В обсуждаемой статье описываются роли учителя и
учащихся в CLT. В статье предлагаются различные
интересные
техники
для
улучшения
языковой
компетенции и повышения мотивации учащихся. CLT,
традиционный,
интерактивный,
метод,
улучшение,
компетенция,
классная
комната,
независимый,
взаимозависимый, способствующий, коммуникативный,
облегчающий.
1
Teacher, Samarkand state institute of foreign languages. Samarqand, Uzbekistan. E-mail: maxbubamardiyeva@gmail.com.
2
Master, Samarkand state institute of foreign languages. Samarqand, Uzbekistan.
Жамият
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инновациялар
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Общество
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Society and innovations
Special Issue
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05 (2022) / ISSN 2181-1415
111
Adult learners are very independent, while young learners are not. It is possible
and even beneficial
–
to give adults more autonomy in their lessons. You can do this by
letting adults work things out for themselves rather than giving them the answers, asking
them to organize themselves into pairs or groups instead of allocating partners, and even
giving input into the topics or activities of the lessons. with young learners, on the other
hand, it is necessary to plan the lesson as you see fit, give clear instructions, monitor the
learners closely, and deal effectively with any issues of classroom management. For
example, when teaching adults you don‘t need to think about bathroom breaks (they can
worry about that themselves!) but with young learners you will need to ask them
regularly if they need to go to the bathroom. With online learners, you can expect your
adult learners to do more while you need to lead your young learners step-by-step in
whatever you are doing.
Researchers who believe that grammar is learned rather than innate, have
hypothesized that language learning results from general cognitive abilities and the
interaction between learners and their human interactants. It has also recently been
suggested that the relatively slow development of the prefrontal cortex in humans may
be one reason that humans are able to learn language, whereas other species are not.
Further research has indicated the influence of the FOXP2 gene. Stages Relationship
between interpersonal communication and the stages of development. The greatest
development of language occurs in the stage of infancy. As the child matures, the rate of
language development decreases. 0-1 years of age: An infant mainly uses non-verbal
communication (mostly gestures) to communicate. For a newborn, crying is the only
means of communication. Infants 1-5 months old have different tones of crying that
indicate their emotions. Infants also begin laughing at this stage. At 6-7 months old,
infants begin to respond to their own name, yell and squeal, and distinguish emotions
based on the tone of voice of the mother and father. Between 7 and 10 months the infant
starts putting words together, for example
“
mama
”
and
“
dada
”
, but these words lack
meaning and significance. Verbal communication begins at approximately 10-12 months,
and the child starts to imitate any sounds they hear, for example animal sounds. The non-
verbal communication of infants includes the use of gaze, head orientation and div.
The non-verbal communication of infants includes the use of gaze, head
orientation and div positioning. Gestures are also widely used as an act of
communication. All these stages can be delayed if the parents do not communicate with
their infant on a daily basis. Nonverbal communication begins with the comprehension of
parents and how they use it effectively in conversation. Infants are able to break down
what adults and others are saying to them and use their comprehension of this
communication to produce their own. 1
–
2 years of age: Verbal and nonverbal
communication are both used at this stage of development. At 12 months, children start
to repeat the words they hear. Adults, especially parents, are used as a point of reference
for children in terms of the sound of words and what they mean in context of the
conversation. Children learn much of their verbal communication through repetition and
observing others. If parents do not speak to their children at this age it can become quite
difficult for them to learn the essentials of conversation. The vocabulary of a 1
–
2 year old
should consist of 50 words and can be up to 500. Gestures that were used earlier on in
development begin to be replaced by words and eventually are only used when needed.
Verbal communication is chosen over nonverbal as development progresses. 2
–
3 years of
age: Children aged 2
–
3 communicate best in a turn-taking style. This creates a
Жамият
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Society and innovations
Special Issue
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112
conversational structure that makes it easier for verbal communication to develop. It also
teaches patience, kindness, and respect as they learn from the direction of elders that one
person should speak at a time. This creates interactional synchrony during their
preverbal routines that shapes their interpersonal communication skills early on in their
development. Children during this stage in their life also go through a recognition and
continuity phase. Children start to see that shared awareness is a factor in
communication along with their development of symbolic direction of language. This
especially affects the relationship between the child and the caregiver; it is a crucial part
of self-discovery for the child when they begin to take ownership over their own actions
in a continuous manner. 3
–
5 years of age: In this age group children are still learning how
to form abstract thoughts and are still communicating concretely.
Children begin to be fluent in connecting sounds, syllables, and linking words that
make sense together in one thought. They begin to participate in short conversations
with others. Stuttering can develop, generally resulting in slowed-down speech with a
few letter enunciation errors (f, v, s, z). At the beginning of this stage toddlers tend to be
missing function words and misunderstand how to use verb tenses. Over time they start
including functional words, pronouns, and auxiliary verbs. This is the stage at which most
children can pick up on emotional cues of the tone of adults' conversation. If negative
feedback is distinguished by the child, this ends with fear and avoidance of the associated
verbal and nonverbal cues. Toddlers develop the skills to listen and partially understand
what another person is saying and can develop an appropriate response. 5
–
10 years of
age: Much language development during this time period takes place in a school setting.
At the beginning of the school age years, a child's vocabulary expands through exposure
to reading, which also helps children to learn more difficult grammatical forms, including
plurals and pronouns. They also begin to develop metalinguistic awareness which allows
them to reflect and more clearly understand the language they use. They therefore start
to understand jokes and riddles. Reading is a gateway for learning new vernacular and
having confidence in complex word choices while talking with adults. This is an
important developmental stage socially and physiologically for the child. School-aged
children can easily be influenced through communication and gestures. As children
continue to learn communication, they realize the difference between forms of intentions
and understand that there are numerous different ways to express the same intent, with
different meaning. 10
–
18 years of age: By the age of 10, the child's cognitive potential has
matured and they can participate fully and understand the purpose of their
conversations. During this time, the sophistication and effectiveness of communication
skills increase and understanding of vocabulary and grammar increases as a result of
education. Adolescents go through changes in social interactions and cognitive
development that influence the way they communicate. They often use colloquial speech
(slang), however, which can increase confusion and misunderstandings. An individual's
style of interpersonal communication depends on who they are communicating with.
Their relationships change influencing how they communicate with others. During this
period, adolescents tend to communicate less with their parents and more with their
friends. When discussions are initiated in different channels of communication, attitude
and predispositions are key factors that drive the individual to discuss their feelings. This
also shows that respect in communication is a trait in interpersonal communication that
is built on throughout development. The end of this adolescent stage is the basis for
communication in the adult stage.
Жамият
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Society and innovations
Special Issue
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113
Children versus adults Language development and processing begins before birth.
Evidence has shown that there is language development occurring antepartum. De
Casper and Spence performed a study in 1986 by having mothers read aloud during the
last few weeks of pregnancy. When the infants were born, they were then tested. They
were read aloud a story while sucking on a pacifier; the story was either the story read by
the mother when the infant was in utero or a new story. The pacifier used was able to
determine the rate of sucking that the infant was performing. When the story that the
mother had read before was heard, the sucking of the pacifier was modified. This did not
occur during the story that the infant had not heard before. The results for this
experiment had shown that the infants were able to recognize what they had heard in
utero, providing insight that language development had been occurring in the last six
weeks of pregnancy. Throughout the first year of life, infants are unable to communicate
with language. Instead, infants communicate with gestures. This phenomenon is known
as prelinguistic gestures, which are nonverbal ways that infants communicate that also
had a plan backed with the gesture. Examples of these could be pointing at an object,
tugging on the shirt of a parent to get the parent's attention, etc. Harding, 1983, devised
the major criteria that come along with the behavior of prelinguistic gestures and their
intent to communicate. There are three major criteria that go along with a prelinguistic
gesture: waiting, persistence, and ultimately, development of alternative plans.
This process usually occurs around 8 months of age, where an appropriate
scenario may be of a child tugging on the shirt of a parent to wait for the attention of the
parent who would then notice the infant, which causes the infant to point to something
they desire. This would describe the first two criteria. The development of alternative
plans may arise if the parent does not acknowledge what the infant wants, the infant may
entertain itself to satisfy the previous desire.
REFERENCES:
1.
L. Cameron and P Mc Kay Bringing Creative Teaching into the young learner
classroom Oxford 2016.
2.
S. Thornbury, how to teach speaking, Pearson2016.
3.
S. Thornbury, how to teach writing, Pearson2016.
4.
S. Thornbury, how to teach vocabulary, Pearson2016.
5.
L. Freeman and Anderson Techniques and Principles in Language Teaching, Oxford.
6.
J. Kang Shin Teaching young learners English, National Geographic Learning.
