APPLYING COMMUNICATIVE LANGUAGE TEACHING (CLT) TO ENHANCE EARLY ENGLISH SPEAKING IN KINDERGARTEN

Authors

  • Feruza Minajatdinovna Tolibekova

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

  • Xurziya Elubaevna Dauletmuratova

    Nukus State Pedagogical Institute named after Ajiniyaz image/svg+xml

Keywords: 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.

Abstract

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.

References

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