Pindus Journal of Culture, Literature, and ELT

ISSN: 2792 – 1883 | Volume 3 No. 10

https://literature.academicjournal.io

Psycholinguistic Approach to Children's Speech

Mamataliyeva Xulkaroy Murodjonovna

Oriental University, senior teacher E-mail: hulkar9091@gmail.com. Tel: (97) 157 61 16

Annotation: The times we are living and the opportunities we have, make us more active in
learning language aspects and specifically using communicative approach to learn grammar in the
classroom become more dissuasive because it is faster, easier and more comfortable way of
learning language. We consider that common and widespread use of communicative approach to
teach grammar, especially modal verbs the researcher will use, may greatly effect on improving
grammar skills of B1 level students. Therefore, with great enthusiasm we are eager to clarify what
are the beneficial and drawback sides of implementing of this approach in improving English
grammar skills through the article.
Key words: integral component, communicative approach, communicative grammar, far-fetched
situations, speech orientation, functionality, situationality, novelty, collective interaction.

Introduction
Grammatical skill is an integral part of all types of speech activity, the formation, improvement and
development of which is the main task of teaching foreign languages. Successful mastery of a
foreign language in the classroom will occur only if the educational process is organized in such a
way that students imitate the conditions of real language communication as accurately as possible.
The process of teaching a foreign language, built on a communicative basis, expands the
possibilities of the subject in solving this problem. When studying traditional grammars of a
foreign language, students, according to numerous observations, do not understand either the
practical significance of studying grammatical terms and concepts, or the goals of grammatical
analysis. Therefore, it is very important at present to use a communicative approach in the study of
grammar.
Currently, there is a more objective approach to assessing the importance and place of
grammar in teaching foreign languages: now it is not a goal, but one of the important means of
teaching foreign languages, an integral component of all types of speech activity1. Recently, in our
country and abroad, a communicative grammar of a foreign language has been intensively
developed, which refers to grammatical phenomena (mainly of a syntactic level) that function
precisely in the conditions of foreign language oral-speech communication, the possession of
which is an indispensable condition for successful participation in oral-speech communication in
foreign language. It should be noted that in the modern educational standard for foreign languages,
the mastery of grammatical means is considered as one of the learning objectives in the framework
of the development of language competence. Language (linguistic) competence (proficiency in
linguistic means: phonetic, spelling, lexical, grammatical) is the most important component of
communicative competence, since communication is possible only if there is language competence,
which is based on grammatical skills and abilities. Language (linguistic) competence provides both
the construction of grammatically correct forms and syntactic constructions, and the understanding
of semantic segments of speech organized in accordance with the norms of a foreign language.

1
Arts, B. (2011). Oxford Modern English Grammar. Oxford University Press.
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ISSN: 2792 – 1883 | Volume 3 No. 10
https://literature.academicjournal.io

Without knowledge of the grammatical structure of the language, it is impossible to solve

communicative tasks in a foreign language.
In the process of verbal communication, people use the means of language - its vocabulary and
grammar - to build statements that would be understandable to the addressee. However, knowing
only the dictionary and grammar is not enough for communication in a given language to be
successful: you also need to know the conditions for using certain language units and their
combinations2. In addition to grammar itself, a native speaker must learn “situational grammar”,
which prescribes the use of the language is not only in accordance with the meaning of lexical units
and the rules for their combination in a sentence, but also depending on the nature of the
relationship between the speaker and the addressee. On the purpose of communication and from
other factors are included the knowledge of which, together with the actual language knowledge,
constitutes the communicative competence of a native speaker. Also, in the process of
communication, there is an orientation towards the social characteristics of the speech partner: his
status, position, situational role, which is manifested in the choice of alternative speech means with
stratifications and speech restrictions. An insufficient level of grammatical skills becomes an
insurmountable barrier to the formation of not only language, but also speech and sociocultural
competence.
Taking into account the practical goal of teaching a foreign language - preparing students for real
communication in a foreign language, the leading methodological principle should be called the
principle of communicative orientation3. This means that teaching should be structured in such
ways as to involve students in oral (listening, speaking) and written (reading, writing)
communication. The requirements for teaching grammar in the light of the communicative
approach are summarized as follows:
- material for teaching grammar should reflect the natural use of language in communication
without artificial examples and far-fetched situations;
- the learning material should clearly distinguish formal, semantic and functional aspects so that
students can establish a connection between them in certain contexts;
- it is advisable to present grammatical material in an accessible volume in order to be able to
consolidate it in new contexts;
- the introduction of new material must be preceded by a repetition of previously learned and
widely used as a support illustrative clarity, diagrams, tables, etc.;
- explanations and rules should be short, precise and simple, adequately reflecting the specifics of
the grammatical material;
- to consolidate grammatical phenomena, various types of communication should be used,
including pair and group work.
A characteristic feature of the communicative grammar of a foreign language is that, firstly, the
source of selection of illustrative material for a series of grammatical exercises. It is well-learned
initiating and reactive remarks, which constitutes the communicative core of a foreign language for
each class, and secondly, a series of grammatical exercises intended to master this or that
grammatical phenomenon. It ensures the formation of both productive and receptive grammatical
skills in students; thirdly, a series of grammatical exercises necessarily ends with grammatically
directed communicative etudes, which are a model of foreign language oral-speech

2
Parrot, M. (2000). Grammar for English Language Teachers. Cambridge: Cambridge Univer-sity Press.
3
Thornbury, S. (2004). How to Teach Grammar. London: Longman.
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Pindus Journal of Culture, Literature, and ELT
ISSN: 2792 – 1883 | Volume 3 No. 10
https://literature.academicjournal.io

communication. Thus, given the need of modern society for the practical knowledge of a foreign
language, the communicative approach is the "golden mean", reconciling two opposite points of
view on grammar in a foreign language course, namely: reassessment of its role in a foreign
language course on the one hand and unjustified reduction of grammatical material on the other
side.
The communicative approach gives preference to the use of student-centered technologies, which
makes it possible to significantly increase the motivation and stimulate the creative activity of
students, which ultimately leads to an increase in the effectiveness of this approach. Also, it is
necessary to take into account the basic principles of learning, such as the principle of speech
orientation, functionality, situationality, novelty and collective interaction.
This theory provides grounds for proving the heterogeneity of the category of modality introduced
into the sentence at the semantic level, and the communicative purpose of the statement,
transforming the sentence with an already defined modality. In addition, the purpose of an
utterance is understood in communicative linguistics as its illocutionary force. In order to teach
modal verbs effectively through communicative approach, most of the scientists suggest looking
through semantic meaning of the modal verbs. Therefore, let us look through their meanings stated
below:
1. ability in the present, past, future tenses: can/can't, could/couldn't, will be able to/won't be able
to;
2. confidence: will/won't;
3. possibility: will/won't, can/can't, may/may not, might/mightn't;
4. probability: can/can't, may/may not, might/mightn't;
5. duty: must, have to, should/shouldn't, need to;
6. no obligation: don’t need to/needn’t;
7. condition: would/wouldn't;
8. necessity: must, should, have to;
9. Past habits: would/used to.
Scrivener D. also described in detail the situations of using modal verbs, combining them into four
groups [Scrivener J.]:
1) Request, order, offer, permission.
-So, to express a request or an order, we use the modal verbs can/could/will/would.
Conclusion
In teaching experience we really found it difficult to find proper materials for pupils. The result of
questions which were asked was that they like simulation method. So technique which was planned
to experiment were mostly used in her classes. After practicing with different kinds of ways of
doing exercises, we covered 6 topics. They found it effective and interesting. The most effective
technique to pupils is learning by teaching techniques. First of all they started to use modal verbs
without fear. Because simulation games consist of real-life situations. They preffered pairwork than
group work because of their leader. In groups each of them tried to perform but felt shy from their
english teacher. That’s why most of the activities were held in individual and in pairs. As for the
questionaires, they were motivated by the questionaires about their life experience. Furthermore,
tests which were taken to know their proficiency had a fair result.
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Pindus Journal of Culture, Literature, and ELT
ISSN: 2792 – 1883 | Volume 3 No. 10
https://literature.academicjournal.io

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