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Filologiya məsələləri, № 7, 2017 141 have done, but leave out critical details such as when an event occurred or forget to mention the people involved. This results in the listener needing to ask several follow-up questions to understand the gist of the story. During academic tasks, students may get stuck on irrelevant details when re-telling the plot, sometimes missing the main idea altogether. Work on expressive narrative skills will benefit students as they engage in social conversations. These skills will also benefit students academically with the organization and thoroughness for more complex written language assignments. What can be done to improve expressive language (using words and language)? • Play: ·For the young child engage in play with the child on a regular basis, model how to play with toys, follow the child's lead and talk about what they are doing with the toys.. • Talk to the child often throughout the day about what you are doing, where you are going, what you are going to do, what you have just done. • Turn off background noise in the home (e.g. television, radio, music). • Face-to-face: Get face to face with the child when talking so that the child can watch your mouth to imitate how to produce words. • Expand the language the child is using by repeating what they are saying and adding one or two more words to their utterance (·e.g. child: "Dog";adult: "A big dog"). • Books: Look at books together that the child is interested in and talk about the pictures and/or the story. • Model ·back to the child utterances that they have said incorrectly in the correct way (e.g. child: "Me want that one"; adult: "I want red apple please"). Activities that can help improve expressive language (using words and language) include: • Name items together when looking at a book, in the car, looking outside, in play, while they are playing, whilst shopping. • Choice-making: Offer the child choices so that they are encouraged to use words to make a request rather than relying on gesture. • Day-to-day activities: Engage in lots of "day-to-day" activities (e.g. going shopping, to the park, to the zoo, to the museum) then talk about/draw/act out what you did and saw. • Play something together that the child really enjoys and throughout the game model new words and phrases. • Look at books together and talk about what you see. Filologiya məsələləri, № 7, 2017 142 • Ask questions about what is happening in a story and why it is occurring. • Sing songs together. • Use pictures/drawings/photos to make a book or sequence of events and make up a story about the pictures. • Read stories to help model correct use of language. • Write letters to friends. • Pictures: Talk together about a picture and then write down what you said. Activities above would vary depending on the age and language level of the child. Sometimes we come across expressive language disorder. Expressive language disorder is a communication disorder in which there are difficulties with verbal and written expression. It is a specific language impair- ment characterized by an ability to use expressive spoken language that is mar- kedly below the appropriate level for the mental age, but with a language comprehension that is within normal limits. There can be problems with vocabulary, producing complex sentences, and remembering words, and there may or may not be abnormalities in articulation. As well as present speech production, very often, someone will have difficulty remembering things. This memory problem is only disturbing for speech; non-verbal or non-linguistically based memory will be unimpaired. An example of a child with expressive language disorder can be seen here. Expressive language disorder affects work and schooling in many ways. It is usually treated by specific speech therapy, and usually cannot be expected to go away on its own. Expressive language disorder can be further classified into two groups: developmental expressive language disorder and acquired expressive language disorder. Developmental expressive language disorder currently has no known cause, is first observed when a child is learning to talk, is more common in boys than girls, and is much more common than the acquired form of the disorder. Acquired expressive language disorder is caused by specific damage to the brain by a stroke, traumatic brain injury, or seizures. Ədəbiyyat 1. Caulfield MB, Fischel JE, DeBaryshe BD, Whitehurst GJ (April 1989). "Behavioral correlates of developmental expressive language ". 2. The Better Health Channel "Expressive language disorder". Filologiya məsələləri, № 7, 2017 143 3. May 15, 2012/4 Comments/in Autism, Birth-3, Development, Dia- gnostics, Kindergarten-5th Grade, Milestones, Parenting, Preschool, Speech and Language /by Gretchen Olson S.Qəmərli İfadəli dil bacarıqları Rezume Məqalə ifadəli dil bacarıqlarından bəhs edir. İfadəli dil bacarığı danışanın söylədiklərinin məzmununu ifadə etmək bacarığıdır. Bu bacarıq danışanın fikirlərini, düşüncələrini, arzusunu, ehtiyacını ifadə edir. İfadəli dil sözlərin, cümlələrin, jestlərin istifadə olunması və digərlərinə mesajların yazılmasıdır. İfadəli dil bacarığı çox vacibdir çünki, bu bacarıq insanlara düşüncələrini ehtiyaclarını, arzularını ifadə etməyə, onlara biri-birilə ünsiyyət yaratmağa imkan yaradır. Məqalədə yuxarıda qeyd olunanlar barədə geniş məlumat verilmişdir. Bu baxımdan məqalə ifadəli dil bacarıqları haqqında geniş informasiya əldə etmək istəyənlər üçün faydalı ola bilər. С.Гамарли Навыки выразительного языка Резюме В статье рассматриваются навыков выразительных языков. Навыков выразительных языков, это способность выражать содержание слова говорящего. Это навыка выражается мыслей, желаний, а также необходимость говорящего. Навыков выразительных языков это ис- пользование жестов и письменных сообщений на другие. Это умение очень важно, потому что, он, позволяя, выражает мыслей, нуждается и взаимодействовать друг с другом. Они были упомянутой информированы в статье. В связи с этим, статья могут быть полезны для тех кто хочет получить информацию о навыки выразительного языка. 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