The article explores the use of Communicative Language Teaching (CLT) in teaching English to kindergarten learners. It investigates how interactive activities such as games, flashcards, role-plays, and songs influence children’s vocabulary learning and participation. The research was conducted through classroom-based action research in a preschool setting with learners aged 4-6. Findings show that CLT increases student engagement, motivation, and basic vocabulary use, although language output remains limited to simple words and short phrases. The study concludes that CLT is effective for early language learning, especially in large and interactive classrooms.
| Mualliflar | Tolibekova, Feruza Minajatdinovna, Dauletmuratova, Xurziya Elubaevna, Толыбекова, Феруза Минажатдиновна, Даулетмуратова, Хурзия Елубаевна, Tolibekova, Feruza Minajatdinovna, Dauletmuratova, Xurziya Elubayevna |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2026-08-15 |
| Son | 5-3 |
| Betlar | 63-65 |
| Til | Ingliz |
kommunikativ til o‘qitish (CLT), bog‘cha bolalari, so‘z boyligi, sinfdagi muloqot, kommunikativ kompetensiya, Dell Hymes, Michael Canale, Merrill Swain, Savitri Savignon, harakatga asoslangan tadqiqot, o‘yinlar, rol o‘ynash, qo‘shiqlar., коммуникативный метод обучения (CLT), дети дошкольного возраста, усвоение словарного запаса, взаимодействие в классе, коммуникативная компетенция, Dell Hymes, Michael Canale, Merrill Swain, Savitri Savignon, исследование действия, игры, ролевые игры, песни., Communicative Language Teaching (CLT), kindergarten learners, vocabulary acquisition, classroom interaction, communicative competence, Dell Hymes, Michael Canale, Merrill Swain, Savitri Savignon, action research, games, role-play, songs, participation.
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