INGLIZ TILI O‘QITISHDA OVOZ CHIQARIB O‘QISH METODINING LINGVISTIK VA PSIXOLINGVISTIK ASOSLARI
Read-alouds have been widely recognized as an effective pedagogical tool in English language teaching (ELT), fostering listening comprehension, vocabulary development, and literacy skills among young learners. This article explores the linguistic and psycholinguistic foundations that underpin the use of read-alouds in ELT, drawing from theories of language acquisition, cognitive processing, and literacy development. A mixed-methods approach was employed, involving a small-scale experimental study with young learners aged 8-11 to assess the impact of read-alouds on language development. Results indicate that read-alouds significantly enhance phonological awareness, syntactic processing, and semantic comprehension while promoting engagement and interactive learning.
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