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Communication strategies of children in situations introduction
of new vocabulary in a foreign language
Kizlarkhon AKHMADJONOVA
1
Namangan state university
ARTICLE INFO
ABSTRACT
Article history:
Received December 2021
Received in revised form
15 December 2022
Accepted 20 January 2022
Available online
15 Fabray 2022
A significant part of a child
’
s initiative speech in a preschool
institution is associated, as a rule, with his psychophysiological
state, often with discomfort, With the state of affairs in the
group, in particular, with violations of order, with thoughts of
home and references to what the child did at home, with a
desire to share my information about the world, etc.
Communication in the second language can become natural
only when the construction of such remarks becomes accessible
to the child. Usually, teachers who organize communication
with children during classes in a second language include in
their speech only remarks related to the organization of some
types of children
’
s activities and expressing the teacher
’
s
assessment of its results. Expressions related to the requests of
children are not included, statements reflecting the real course
of the children
’
s play, remarks in which the child asks the adult
for confirmation of the correctness of their actions, etc. These
situations are constant in English lessons with children, but
always take place in their native language. In the same time due
to their frequency, emotional significance for the child, they can
be learned very quickly by children and in the target language.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss1/S-pp
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:
preschool institution,
children,
second language,
communication,
target language,
vocabulary,
new environment.
1
PhD student (independent researcher), “Practical English language” department, Namangan state university,
Namangan, Uzbekistan. E-mail: qizlarchik.17@gmail.com.
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Chet tilidagi yangi s
o‘
z bilan tanishish jarayonida bolalarning
muloqot strategiyasi
ANNOTATSIYA
Kalit
so‘zlar
:
maktabgacha ta
’
lim
muassasasi,
bolalar,
ikkinchi til,
muloqot,
maqsadli til,
lu
g‘
at,
yangi muhit.
Maktabgacha ta
’
lim muassasasida bolaning tashabbuskor
nutqining muhim qismi qoida tariqasida uning psixofiziologik
holati, k
o‘
pincha, noqulaylik, guruhdagi ishlarning holati,
xususan, tartibni buzish,
o‘
ylar bilan bo
g‘
liq. Ikkinchi tilda
muloqot faqat bunday s
o‘
zlardan foydalanish bola uchun ochiq
b
o‘
lganda tabiiy b
o‘
lishi mumkin. Odatda, ikkinchi tilda dars
paytida bolalar bilan muloqotni tashkil etuvchi
o‘
qituvchilar
o‘
z
nutqlarida faqat bolalar faoliyatining ayrim turlarini tashkil
etish va uning natijalariga
o‘
qituvchining bahosini bildirish
bilan bo
g‘
liq b
o‘
lgan mulohazalarni kiritadilar. Bunda bolalar-
ning s
o‘
rovlari bilan bo
g‘
liq iboralar, bolalar
o‘
yinining haqiqiy
y
o‘
nalishini aks ettiruvchi bayonotlar, bola kattalardan
o‘
z
harakatlarining t
o‘g‘
riligini tasdiqlashni s
o‘
ragan mulohazalar
va boshqalar kiritilmagan. Bunday holatlar bolalar bilan ingliz
tili darslarida doimiy sodir bo
‘
ladi, lekin bola har doim
o‘
z ona
tilida muloqot qiladi. Shu bilan birga, ularning chastotasi, bola
uchun hissiy ahamiyati tufayli ular bolalar tomonidan maqsadli
nutqda juda tez
o‘
rganilishi mumkin.
Коммуникативные стратегии детей в ситуациях введения
новой лексики на иностранном языке
АННОТАЦИЯ
Ключевые слова:
дошкольное учреждение,
дети,
второй язык,
общение,
изучаемый язык,
словарный запас,
новая среда.
Значительная часть, инициативной речи ребенка в
дошкольном учреждении связана, как правило, с его
психофизиологическим
состоянием,
зачастую,
с
дискомфортом. А именно, с положением дел в группе, в
частности, с нарушениями порядка, с мыслями о доме и
ссылками на то, что ребенок делал дома, с желанием
поделиться своей информацией о мире и т.д. Воспитатель
должен, аккуратно опросить воспитанника и возможно,
внести коррективы, ведь каждый ребенок индивидуален.
Общение на втором языке, может стать естественным
только тогда, когда построение таких высказываний
становится, доступным для ребенка. Обычно, учителя,
организующие общение с детьми во время занятий на
незнакомом языке, включают в свою речь только
замечания, связанные с организацией, некоторых видов
детской деятельности и выражающие оценку данную
преподавателем
ее
результатов.
Не
включаются
выражения, связанные с просьбами детей, высказывания,
отражающие реальный ход детской игры, замечания, в
которых, ребенок, просит у взрослого подтверждения
правильности своих действий и т.д. Такие ситуации,
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постоянно возникают на уроках английского языка с
детьми, но всегда происходят на их родном языке. В то же
время, благодаря их частоте, эмоциональной значимости
для ребенка, они могут быть очень быстро усвоены детьми
и на изучаемом языке.
INTRODUCTION
The enrichment of the content of communication is achieved through remarks that
reflect the real needs of children. The difference between such a dictionary is that it is
aimed at forming the development of children
’
s skills in a natural situation to speak a
foreign language. For example, when a child wants to hear confirmation of the
correctness of his actions, he can ask about it in English, based on those phrases that are
offered in the communicative minimum. Is it right? / Is it correct? / Is it good? / Is it all
right? In the content of teaching a second language to preschoolers, a communicative
dictionary, verified by native English speakers, should be presented, including a
description of:
⮚
Communication during regime moments. These include: greeting, goodbye,
setting the table, eating, dressing, undressing, hygiene, walking, cleaning premises,
tidying up toys, cooking. They are all served mainly by a limited set of repetitive
statements;
⮚
Communication during classes. This includes how the educator controls the
child
’
s behavior, controls understanding, how the material explains, how he condemns,
encourages, protects, calms, and encourages pupils. Here, as in a specific vocabulary, the
specificity of each type of activity is manifested;
⮚
Communication in the game. The game can take place if its participants have
some idea of the fragment of reality that is being played out. They should be able to invite
another into the game, agree on the distribution of roles, the course of the plot
development, and discuss what can and cannot be done. Participants in the game must be
able to express your objections to another, quarrel and make peace. In games with rules,
you need to be able to formulate rules, understand instructions, announce the beginning
and end of the game, say, whose before what happened, who won.
The communicative content of teaching a second language includes:
–
situations that arise both in class and outside of class;
–
lexical and grammatical material appropriate to these situations and worn with
real speech-use;
–
various games and game exercises in the second language, in which attention is
paid schema either on linguistic phenomena, or on traditional speech formulas, or on
cultural turno-significant phenomena.
Each of the expressions, used in the beginning in its simplest form, gradually
should be complicated by expanding its structure, introducing additional, of the nesting
elements. It is helpful to remember the difference between some expressions. For
example:
“
I
’
m sorry
”
means you regret something, but it could be your fault, or it could be
someone else
’
s fault and you
’
re just expressing sympathy.
“
I apologize
”
always means
you
’
re at fault and you regret it now.
“
Excuse me
”
usually is said when you just want to
get past someone
who’
s standing in your way, or if you have to leave the table, etc.
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MATERIALS AND METHODS
The new environment, when the native language is almost completely absent in
the classroom, arouses great interest in children, although in the process of class they
have to perform a large number of didactic tasks. In situations of introducing new
vocabulary, when an adult makes the most of the language being studied, without
resorting to translation, many children at first are completely lost, cannot understand
how they should act. If during ordinary classes they necessarily hear the usual translation
of the word into their native language, then in this case they themselves have to guess the
meaning of the new word, based on the explanations of the adult, which he gives with the
help of a picture, a real object, imitation of an action, gestures, etc. When children want to
hear confirmation of the correctness of their actions, they ask about it in their native
language. To understand the meaning of the phrase, children need its emotional coloring.
For example, if they see a positive emotional reaction from an adult, then this is enough
to understand that they were assessed positively. In a situation when children see an
object for the first time, and an adult asks them what it is, the children are not silent
(which could be explained by not knowing this word in English), but pronounce its name
in their native language.
Often it is enough to repeat the action several times, to show with the help of
gestures, so that the children understand what needs to be done. Children, those who
have understood what needs to be done. Other children repeat action after them. The
teacher confirms the correctness of their actions with an emotional assessment: Yes!
Good! Right!
When the teacher says a new phrase, unknown to children: Be quiet, please!
(Quiet, please!) And at the same time puts a finger to her lips, then the children
immediately understand her and behave more quietly.
The children
’
s understanding of the meaning of new words is instantly achieved in
a comparison situation, for example, when the word "colored" was introduced, a visual
comparison of plain and colored paper provided a quick understanding of the new word.
Teacher: Yes. What
’
s this? (Yes. What is this?) Shows colored paper.
Kid: Paper! (Paper!)
Teacher: Yes. But it
’
s colored paper! Look! It
’
s red, it
’
s blue, it
’
s pink, it
’
s green.
Shows sheets of colored paper.
Teacher: It
’
s colored paper! (This is colored paper.) Shows the entire stack of
colored paper.
Teacher: It
’
s white paper! It
’
s colored paper! (This is white paper, this is colored
paper.) Shows plain and colored paper several times, naming it.
Teacher: Diyorbek, what
’
s this? Shows colored paper.
Kid: Colored paper. (Colored paper.)
Teacher: Oh, good, Diyorbek! What
’
s this, Guzal?
Kid 1: White paper.
Teacher: Yes, thank you, Guzal.
Teacher: What
’
s this, Rushana? Shows a sheet of colored paper.
Kid 2: Colored paper.
When children guess the meaning of a word, they need to be told about it aloud,
and they say it in their native language in order to hear from an adult confirmation of the
correctness of their guess.
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In the learning process, situations often arise when it is difficult for children to
understand and follow the instructions of an adult. This happens, for example, when
several instructions are present in one sentence.
To achieve understanding by children of an adult
’
s phrases, it is necessary to
dismember the statement into semantic parts, to pause between them, accompanying
each word with a demonstration of the action that it means. For example:
Teacher: Listen! Take your brushes. (Listen! Get your brushes.) Shows the action
with a gesture
–
and put them here (Put them here.) Repeats 2 times and shows the
action: several times takes a brush and puts it in place. They act uncertainly, repeat the
action after the adult, and return to their places.
Teacher: Take your scissors (Take your scissors.) Repeat 2 times. Come here.
Repeats 2 times
–
put them here. (Put them here.) You have to pause between the
commands so that the children understand what is required of them. Each command is
repeated 2 times, the introduction of new words take and put is followed by an action.
Understanding can also be achieved in situations where an adult answers a children
’
s
question, asked in Uzbek, with a remark in English, if the children can guess about the
adult
’
s reaction by the emotional tone of the statement. The meaning of the phrase you
are wrong is well understood by children, since the adult answers the child
’
s question in
the negative and repeats the command in English. Often it is difficult for children to
understand an adult
’
s statement because famous words are combined in a different way.
For example, the question
–
What pencil do you like: red or blue? At first, the children do
not understand, since they are used to the affirmative form of the “I like…” construction
(I like it.). But very soon an understanding is achieved: the familiar keyword
like
is
highlighted, and then an adequate option is selected in a situation that an adult, with the
help of intonation, facial expressions and gestures, seeks to make clear to the child. Thus,
if the children do not know the literal meaning of the construction used, then on the basis
of understanding the situation as a whole and focusing on the keyword, they can still
correctly complete the adult
’
s task.
If an adult, without reminding the material already known to the children, gives
tasks in which this material is combined with the new, then the children are lost, for
example, they cannot complete
Draw a big heart, please
. (Draw a big heart, please.)
Draw
is a completely new word, and
big heart
is a familiar expression. Children guess the
meaning of a new word with the help of the teacher
’
s actions, but to confirm their
guesses, they ask again about the meaning of the word in their native language, before
how to perform the action; or they confidently talk about what needs to be done in
Uzbek. So, if the
Let
’
s draw
command is a new expression for children, the adult explains
it by simulating the action, and then controls the understanding of the situation by asking
the children: What
’s this: “Let’s draw”? Children, having guessed the meaning of this
expression, report it aloud in their native language.
When an adult asks children a question, and children know several options for an
answer to it, they choose a non-standard answer, often they want to answer in a new
way, as they have not yet taught. In this case, the children ask how this or that word will
be in English.
CONCLUSION
Greater importance in the development of dialogic speech skills (which is most
important in foreign language teaching) should be given to the ability to use minimal
language by means characteristic of the spoken language. For example, the question Why
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is it perfectly valid? (Why?) Without building it completely. Brief remarks or even
interjections: Oh, yes (Oh, yes); Really (Really?); What a great idea! (What a great idea.);
O.K. (Good.) With the transition from an imperative style of communication to a friendly
and ironic one, along with the emotional and psychological characteristics of the replica,
its lexical and grammatical content also changes. Therefore, instead of phrases: Think
before you speak. Attention. Repeat it. Count. (Think before you say. Attention. Repeat.
Count.) The phrases are used: Tell me again, please. Have a little think. Do some counting.
(Tell me again, please. Think a little. Let
’
s count.) Even with such a small number of
examples, there is a noticeable difference in communication style associated with the
transition from command-order type of remarks to argumentation, invitation to
cooperation, emphasizing the child
’
s interest in communication.
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