This paper examines the psycholinguistic underpinnings of preschool language acquisition, integrating perception, attention, working memory, phonological awareness, statistical learning, and social-pragmatic mechanisms. Drawing on corpus-informed observations and mini experimental tasks, we analyze vocabulary growth, the acquisition of grammatical constructions, and cross-linguistic transfer in multilingual settings. The findings indicate strong links between language outcomes and environmental factors (quality of child-directed speech, joint attention episodes, multimodal input), alongside individual differences. Pedagogical implications highlight interactive, play-based, and multimodal strategies for educators.
| Mualliflar | Murodullaev, Jasurbek, Муродуллаев, Жасурбек, Murodullayev, Jasurbek |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2024-12-25 |
| Jild | 5 |
| Son | 12/S |
| Betlar | 373-379 |
| Til | O‘zbek |
| DOI | 10.47689/2181-1415-vol5-iss12/s-pp373-379 |
DOI: 10.47689/2181-1415-vol5-iss12/s-pp373-379 · Maqolaning asl sahifasi
психолингвистика, дошкольный возраст, усвоение языка, фонологическая осознанность, статистическое научение, мультимодальный ввод, многоязычие, социальное обучение, psycholinguistics, preschool, language acquisition, phonological awareness, statistical learning, multimodal input, multilingualism, social learning, psixolingvistika, maktabgacha ta’lim, til o‘zlashtirish, fonologik awareness, statistika asosidagi o‘rganish, multimodal input, ko‘p tillilik, ijtimoiy o‘rganish
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Жамият ва инновациялар / Общество и инновации / Society and innovations — barcha maqolalar