0Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
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HOW CHILDREN ACQUIRE DIFFERENT ACCENTS
Mohichehra Farhodovna Xolisova
Chirchik State Pedagogical University, Tourism Faculty English Language Theory and Practice Department, Student Kholisovamohichehra@gmail.com
Ezoza Ismat kizi Khazratkulova
Chirchik State Pedagogical University, Tourism Faculty English Language Theory and Practice Department, Teacher ekhazratkulova@gmail.com
ANNOTATSIYA
Ushbu maqolada yosh bolalaming turli urg'ularga qanday ega bo'lishlari va bu ulaming o'z urg'ulariga qanday ta'sir qilishlari, ular turli urg'ularni eshitganda qanday munosabatda bo'lishlari va so'zlarni noto'g'ri talaffuz qilmaslikning oldini olish uchun nima qilish kerakligi haqida ma'lumot berib o'tiladi.
Kalit so'zlar: noto'g'ri talaffuz, ona tili bo'lmagan ingliz tilida so'zlashuvchilar, ijtimoiy signal standart talaffuz, ijtimoiy imtiyozlar, etnik kelib chiqishi, iqtisodiy holati, idrok bilan o'rganish
ABSTRACT
The article provides how children acquire different accents and how it affects to their own accent, how would they react when they hear various kind of accents and what should be done in order to not mispronounce words.
Keywords: standard accent, social benefits, ethnicity, economic status, perceptual learning, mispronunciation, non-native English speakers, social signal.
INTRODUCTION
A child's accent is primarily determined by the speech patterns and sounds they are exposed to during their early years. Children learn language and accents by imitating the speech of those around them, particularly their parents, family members, caregivers, and community. This exposure to different sounds, intonations, and speech patterns shapes the way a child speaks and develops their accent. Additionally, factors such as the region or country where the child grows up, the languages spoken at home, and their social interactions can also influence their accent. People have trouble with sounds that don't exist in the language (or languages) that they first
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hjrchiqdavlat^edagGgika^niversiteti^^^^^^^Za
learned as a young child. We are born capable of both producing and perceiving all of the sounds of all human languages. In infancy, a child begins to learn what sounds are important in his or her language, and to disregard the rest. By the time you're a year old, you've learned to ignore most distinctions among sounds that don't matter in your own language. The older you get, the harder it becomes to learn the sounds that are part of a different language. Everybody speaks with an accent and from a purely linguistic point of view they all have equal value - none is better than another. Accents develop and change over time as people tend to live and communicate in specific and delineated communities. Accent is the social marker that signals either affiliation with a group or distance from a group.
LITERARY ANALYSIS AND METHODOLOGY
Before that first word is joyfully recorded on Baby's growth chart, according to Kuhl, who is director of the Center for Mind, Brain, and Learning at the University of Washington, the supine little person is taking in and carefully filing for future use the nuances of pronunciation—and mispronunciation—of the language heard at cribside. As early as 6 months, Baby begins to differentiate one bit of verbal input from another, mentally reviewing and silently rehearsing for the moment when the vocal cords are ready to deliver. And when the words do tumble out, they will be reproduced with the distinctive, localized twang or lilt overheard in Mommy's and Daddy's (or Mama's and Papa's) own funny speech. Accents, in whatever language, stubbornly hang in there for years, decades, a lifetime, without being easily rubbed out. Aha, I said, thinking of my Southern mother, who said "heah" for "here" until her dying day, my own persistent Pennsylvanianisms, and my wife, Sally.1
"The baby early begins to draw a kind of map of the sounds he hears," Kuhl says. "That map continues to develop and strengthen as the sounds are repeated. The sounds not heard, the synapses not used, are bypassed and pruned from the brain's network. Eventually the sounds and accent of the language become automatic. You don't think about it, like walking. The sounds your wife heard earlier become more and more embedded into the map, until eventually they are almost ineradicable." Accents are not just regional but sometimes contain information about a person's ethnicity, such as in the case of nonnative English speakers; education; or economic status. "Within each national variety [of English] the standard dialect is relatively homogeneous in grammar, vocabulary, spelling, and punctuation. Pronunciation is a different matter, since there is no equivalent standard accent (type of pronunciation). For each national variety, there are regional accents, related to geographical area, and social accents, related to the educational, socio-economic, and ethnic backgrounds of the speakers. "Recent research in social networks show how these affects the way we
April 23-24, 2024
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Chirchik State Pedagogical University Current Issues of Modern Philology and Linguodidactics
Staatliche Pädagogische Universität Chirchik Aktuelle Fragen der modernen Philologie und Linguodidaktik
^hirchiq^avlat^edagogika^niVeBiitiii
speak and communicate. Standard or prestigious accents, such as received pronunciation, develop where a group gains a higher social status and speaking with that group's accent becomes the key to group membership and the associated social benefits, e.g. careers, education, credibility, and power.1
Felicity Cox said a child's pronunciation would shift as they made new friends and would unconsciously mimic how they spoke. "In diverse populations like Sydney today, kids are going to preschool or school with a whole range of different kinds of accents based on their formative upbringing, once they get to school it is in their peer groups that they really develop those -accents. Children have an innate desire to be part of a group, a social peer group, so when they take in the speech of those around them. Within NSW there was a large variation in accents between rural towns, multicultural hot spots to Anglo dominated areas. But the Australian accent sounded like would change in the coming decades because of this diversity. That is how the original form of Australian English developed in the early days of the colony — the European children born in the new colony began communicating with each other and taking on the speech patterns of their peers which came from a whole range of British -accents. Word of Mouth pronunciation school owner Lana McCarthy said schoolchildren had started pronouncing -certain words with an American accent. Kids now because they're so exposed to the Americanisation of English and they're pronouncing -zebras as zee-bras."
Similarly, she said children and adults insert words including "like" and "basically" into their everyday speech. Accent coach Daniel Wolfson works to help adults with their accent and said it had a big effect on how a -person was perceived in a workplace. His clients have no trouble speaking English but want to stop their foreign accent from being a distraction.2
DISCUSSION AND RESULTS
In the two experiments, it showed that children aged around 3 to 5 did not use accent differences to inform sentence processing. A social-decision-making task suggested that this may have been driven by younger children failing to detect the accent, with a strong increase in accent bias from age 3 years to age 7 years. Results are more consistent with a protracted perceptual learning account of accent sensitivity than with an account that accent is a salient, early social signal. Comparing the two results, it is estimated that children start to recognize different accents at the age of 5 and start to develop their own accents. For that reason, it is recommended to increase children's exposure to different accents between age 5 to 7 for them to develop a unique accent that fits themselves. If you are not sure where you can find native speakers as teachers or afraid of the pandemic, go check our website for online courses held by
April 23-24, 2024
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Chirchik State Pedagogical University Staatliche Pädagogische Universität Chirchik Chirchiq davlat pedagogika universiteti
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Current Issues of Modern Philology and Linguodidactics Aktuelle Fragen der modernen Philologie und Linguodidaktik Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
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native teachers all around the world. Although extensive research exists on bilingual-ism, few studies have taken accents into account when looking at early word recognition in monolingualism, and van Heugten says none have explored the issue of accents in children younger than 18 months, the age when they traditionally develop the ability to recognize pronunciation differences that can occur across identical words.3
"Variability in children's language input, what they hear and how they hear it, can have important consequences on word recognition in young, monolingual children," she says. For instance, an American-English speaking parent might call the yellow vehicle that takes children to school a "bus," while the pronunciation of the same word by an Irish-English speaking parent might sound more like "boss." The parents are referencing the same object, but because the child hears the word pronounced two ways she needs to learn how to map those different pronunciations to the same object.3
CONCLUSION
This research intended to provide an overview of the how children pronounce words in different accents and how it affects to their native accent, also I can conclude that children who hear multiple accents process language differently than those who hear a single accent. We should be aware of this difference, and keep in mind as a factor prediction behavior in test settings, especially when testing children from diverse areas in the world. This will help us better understand language acquisition in general, and perhaps help us better diagnose and treat language delays in children growing up in different types of environments.
REFERENCES
1. Tom M.A., Edwin K. Jr. The English Languages. Cambridge University Press, 1998 p16(4), 377-406
2. Felicity C.H., The Daily Telegraph. Macquarie University Press, 2021. Page 110132
3. Burin, L. (2018). Accommodation of L2 Speech in a Repetition Task: Exploring Paralinguistic Imitation. Research in Language, 16(4), 377-406.
4. Khazratkulova E.I. (2022). The importance of psycholinguistic aspects in teaching English. Oriental renaissance: Innovative, educational, natural and social sciences, 2 (5-2), 194-197.
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