Инглиз-ўзбек тилларида енгил саноатга оид терминларни ишлаб шакллантиришнинг аҳамияти

Аннотация

This article examines three types of bilingualism – bilingualism of people, namely simultaneous bilingualism, consistent bilingualism and sequential bilingualism. Simultaneous bilingualism is bilingualism, in which a person studying two languages in the same environment learns one concept using two verbal expressions. That is, a bilingual person masters two languages in different conditions, for example, at home and at school, so the words of the two languages belong to separate and independent systems. Consistent bilingualism is dominated by one language. The successes and problems faced by people in the development of bilingualism are discussed. It is concluded that in addition to motivation and context, bilingual experience plays an important role in bilingual development. Keywords: bilingualism, simultaneous bilingualism, coordinate bilingualism, sequential bilingualism Аннотация: В данной статье исследуются три типа билингвизма – двуязычия людей, а именно одновременный билингвизм, координационный билингвизм и последовательный билингвизм. Одновременный билингвизм – это двуязычие, при котором человек, изучающий два языка в одной и той же среде, усваивает одно понятие с помощью двух словесных выражений. То есть человек билингв овладевает двумя языками в разных условиях, например, дома и в школе, поэтому слова двух языков принадлежат к отдельным и независимым системам. В последовательном билингвизме или двуязычии доминирует один язык. Обсуждаются успехи и проблемы, с которыми сталкиваются люди в развитии двуязычия. Делается вывод, что в дополнение к мотивации и контексту важную роль в двуязычном развитии обогащается двуязычный опыт. Ключевые слова: билингвизм, одновременный билингвизм, координационный билингвизм, последовательный билингвизм Bilingualism comes from two words from Latin origin: ‗bi‘ which means ‗two‘ and ‗lingua‘ which means language. Therefore, it may be defined as an ability to speak fluently at least in two languages. There are many problems and challenges when trying to define this term precisely. The reason for that is that many children experience learning two languages since birth because their parents want so, or simply because sometimes their parents have two different mother tongues. This type of bilingualism is called Simultaneous Bilingualism. Furthermore, some people become bilingual later, when they decide to learn the second language, for example, in school. In contrast to the target type where a person learns a new language by their own will, some people need to learn a new language to survive and adapt to the new surrounding and society, for example, Karakalpaks in the United States of America. In some communities, children are raised in a way that they speak one language at home, and the other one in public areas, such as in school. That type of learning a new language is known as Coordinate or circumstantial bilingualism [Baker, 2001]. Sometimes when a native Russian child relocated to Uzbekistan, the child will informally learn Uzbek through interaction with the locals in that area. This is called Sequential bilingualism. The specific objective of this article is to focus on each of them in detail, and clarify some of the misconceptions and confusions of many who don‘t comprehend this well. Children who acquire a second language through successive acquisition are usually less fluent and less cohesive [Houwer: 2009]. This is in contrast to simultaneous acquisition because both languages are acquired as first languages. In this case, children are more fluent and cohesive in their communication. They are able to express themselves fluently and without challenges. For example, many children learn their native language at home and another language such as Russian or English at school. Bilingual language acquisition takes place in two main ways that include  Simultaneous acquisition and  Successive acquisition In each of these ways, language acquisition is largely determined by certain factors such as age and comprehension of another language. 106