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THE EFFECTIVENESS OF WATCHING CARTOONS TO IMPROVE THE
KNOWLEDGE OF ENGLISH LANGUAGE OF YOUNG CHILDREN
ORALBAEVA GULSANEM
4TH YEAR STUDENT
NUKUS STATE PEDAGOGICAL INSTITUTE
FACULTY OF FOREIGN LANGUAGES
https://doi.org/10.5281/zenodo.14005458
Annotation:
This article information about the influences of the cartoons in the process
of teaching young learners to English language. The reactions of the learners to the
audiovisual materials prepared by the teacher and the importance of choosing the relevant
aids considering the desire and abilities of the learners to maintain the effective learning
atmosphere.
Key words:
children, cartoon, teaching, audiovisual materials.
INTRODUCTION
Effective learning requires the usage of divergent techniques in the sphere of foreign
language. Teacher chooses the method according to the both availability of the materials and
relevance to the topic. Existing a number of methods and techniques to conduct effective
lesson and they depend on the level of the learners and the level of the difficulty of the task.
There are teachers who find benefit from simple things whereas also those who make the
easy things challenging. Young learners are considered as both super active and the laziest at
the same time, sometimes it might seem that teaching children is the most difficult stage while
there are also the moments when teacher enjoys by the atmosphere among children since
they find interesting the simplest cartoon scenes interesting. Moreover, the role of cartoons in
teaching English makes great contribution because they are colorful and attractive.
There are many positive sides of using AV – audiovisual media in class (Arsyad 2008)
[1]. The first one is that AV aids to improve the activeness and interest of the learners which
helps to develop strong basic blocks of the language. They get engaged in the lessons when
they hear and see the motions and voice details in English. The cartoons which they used to
watch in L1 start to appear in L2, learners’ tension of the lesson is relieved and start to feel
free to accept the information. According to Daryanto (2010) [2] there are some other
functions of media use in teaching i.e. it: helps the teacher to transfer the knowledge to the
learners; can save the teacher’s energy; motivates learners to learn by seeing the pictures;
make the learners focus more on the pictures and they try to understand what the actor says;
and increases the amount of teaching and learning as the learners are getting input both from
the teachers and the AV media.
There are a number of significant impacts on child when they start to be implemented
the AV material in English language, not only they will learn new words, but also from the
very beginning of learning they will get used to English accent and pronounce the words in
the way as the real natives, they will be able to comprehend the conversations of native
speaking, by watching their favorite cartoons. However, there are also the conditions when
the teacher has to be very attentive while choosing the type of AV for the class that he/she is
going to teach due to the fact that, if the learner start to feel challenges or there no familiar
words in the context in these cases they neglect watching them with enthusiasm and get
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132
simply distracted by other things such as talking to the partners or show disrespect to the
teacher.
It is obvious that the AV media can support pupils to better remember the vocabulary
items (Kittidachanupap 2012) [4]. When the learners see the various content-based
presentations, especially those which children like in their daily life, evokes the interest to the
lesson and influences on the creativity. Different colorful images and sounds develop the
creativity which is important not only in the sphere of language, but also science,
mathematics, arts as well. This study is also beneficial for the language teachers of
kindergarten and primary education because the demand for the awareness of at least basic
concepts of English is becoming essential and this can be understood by the fact that, teachers
working in kindergarten also have to own a language certificate of B2 level.
The content of the lesson has impact on the children’s acceptance of information, Kausar
(2013) [3] in her findings described Pakistani learners. According to her Pakistani learners
efficiently replace boring education atmosphere with wonderful and feasible education
classroom. The classroom atmosphere depends on the teacher’s competence and creativity,
yet the learners show activeness when the lesson is not the same as usual, when the material
are out from daily tasks, they attract attention. Children are hyper active learners and eager to
investigate new things and ready to undergo experiences. If the topic is about the weather,
introducing cartoons demonstrating constant change of weather and words might be unusual,
as a result improvement in pronouncing words correctly start to be noticed. The cartoons are
mostly dialogues, consisting of conversation between one or two people, this way children
might improve the fluency of their speech since they love imitating the main character from
their favorite cartoon. Common phases from the contexts of natives from cartoons can be the
newly constructed words for children because they may not know the actual meaning of the
words such as “take care”, “go ahead” however through the dialogue they will start to
comprehend the meaning by guessing from the gestures and signals they make.
To conclude, the necessity of cartoons as a part of teachers’ tool to create for children
more interesting exercises is the key to success not only in conducting the lesson effectively,
but also giving learners a chance to enjoy the lesson unconsciously together by expanding
their knowledge. Somehow cartoons have the features of being education and interesting at
the same time.
References:
1.
Arsyad, A. (2008). Media pembelajaran. Jakarta: Rajagrafindo Persada.
2.
Daryanto, D. (2010). Media pembelajaran. Yogjakarta: Gava Media
3.
Kausar, G. (2013). Students' perspective of the use of audiovisual aids in Pakistan.
International Proceedings of Economics Development and Research, 68, 11-13.
4.
Kittidachanupap, N., Singthongchai, J., Naenudorn, E., Khopolklang, N., & Niwattanakul, S.
(2012). Development of animation media for learning English vocabulary for children. In
2012 IEEE International Conference on Computer Science and Automation Engineering
(CSAE) (Vol. 2, pp. 341-345). IEEE.
