THE ROLE OF STORYTELLING IN DEVELOPING CHILDREN’S LANGUAGE SKILLS
Abstract
Introduction. The main goal of language teaching is to develop learners into individuals who can communicate freely in real-life situations, professional environments, and social contexts. However, in many educational systems, including schools and higher educational institutions in Uzbekistan, speaking skills often remain secondary compared to grammar or writing skills. This issue is largely connected to the quality and quantity of classroom interaction organized within the learning environment. A classroom is not merely a place where information is delivered; rather, it is a dynamic environment where learners actively use language, make mistakes, receive corrections, and learn through practice. The interaction that takes place in this environment between teacher and students, among students themselves, and between students and texts or tasks becomes a key tool in developing speaking skills. This thesis examines the role of classroom interaction in improving speaking abilities from the perspectives of theoretical foundations, empirical research, and practical recommendations.
References
1. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
2. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413–468). Academic Press.
3. Nassaji, H., & Wells, G. (2000). What’s the use of “triadic dialogue”? An investigation of teacher–student interaction. Applied Linguistics, 21(3), 376–406. https://doi.org/10.1093/applin/21.3.376
4. Sato, M. (2017). Interaction mindsets, interactional behaviors, and L2 development: An affective-social-cognitive model. Language Learning, 67(2), 249–283. https://doi.org/10.1111/lang.12214
5. Sato, M., & Ballinger, S. (Eds.). (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins.
6. Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–253). Newbury House.
7. Thornbury, S. (2005). How to teach speaking. Pearson Education.
8. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
9. Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
10. Bayimbetova, M., & Kurbanbaev, D. (2020). Comparative study of modality in English and Karakalpak languages. SDU Bulletin: Philology, 1(52).
