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13Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-238-242
METHODS OF TEACHING ENGLISH TO YOUNG CHILDREN
Shakhzod Fazliddin ugli Sharofitdinov Eldorbek Elmurodjon ugli Ruziboyev
Student of Chirchik State Pedagogical University
ABSTRACT
This article is about teaching foreign languages to young children and how teaching them using effective methods can serve as a foundation for their future knowledge.
Keywords: independence, modern educational space, grammar rules, preschooler, formative stage
Since gaining independence, great attention has been paid to learning foreign languages in our country. In particular, the decision of the President of the Republic of Uzbekistan "On the further improvement of the system of learning foreign languages," adopted on December 10, 2012, and the introduction of foreign languages in the first classes of general education schools from the 2013-2014 school year The introduction of continuous training is proof of this. Nowadays, foreign languages, especially English, are taught not only to students of schools, lyceums, colleges, and universities, but also to students of M.T.M. and employees working in various fields. There's a reason for that, of course. Learning the languages of economically, scientifically, and culturally developed countries is the main factor in mastering the achievements of world science and development. Language learning also depends on age. According to psychologists, children learn language faster and easier than adults. The main reasons for this are the natural tendency of children to learn languages, the fact that they have a strong ability to imitate, and the fact that children have more time than adults. The main goal of education and training in the modern educational space is to form a comprehensively developed person, a well-rounded person. Teaching a foreign language at preschool age makes a special contribution to the formation of such a personality. The main goal of teaching foreign languages is the personal development of the child through the subject, i.e., to adapt to the multilingual and multicultural situation in the modern world and create favourable conditions for introducing him to the new language world. The preschool years are special for learning a foreign language. Taking into account the psychology
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-238-242
of preschool children, we can say that they are especially sensitive to the phonetics and intonation of speech, so the main task of the initial stage of education is to form the correct pronunciation in children and to achieve it with the help of various exercises and special didactic exercises that are possible. Games in the classroom to develop phonemic hearing, as well as speech breathing. It will be possible for children to successfully master the speech of a foreign language because preschoolers memorize language material more flexibly and faster than at later stages of learning because of the absence of the so-called "barrier," that is, an obstacle to their participation characterized by fear of inhibition. Even if they have the necessary skills and a little experience in communicating in a foreign language, even in their native language, it should be noted that 6-7-year-old children do not understand the meaning of information but memorize it mechanically. Therefore, it is necessary not to start teaching English to elementary school students with grammatical concepts. Otherwise, from the first step of learning a foreign language, it is possible to strain the child and extinguish his interest. Therefore, teaching a foreign language to young children is very difficult and responsible. The following methods can be used to teach children English in a meaningful and interesting way:
There are no grammar rules.
Grammar acquisition in young children is also different. Logical thinking begins to form closer to school and develops more or less by the beginning of adolescence. Accordingly, when teaching a foreign language to preschoolers and younger students, they do not rely on explaining the rules (the rules are abstract; they are difficult for children) but on the development of certain structures—grammatical patterns (pattern, pattern). That is, to explain to a small child, a verb means "to be, to be, to be," and in the present tense it changes into faces like this: useless. With children of this age, they simply take the most frequently used patterns and train them correctly, ideally into automaticity. Therefore, most of our young students say, for example, "I am," "You are," "It counts," etc., before they have the slightest idea that these are forms of verbs. Grow up and find out.
No translation is needed!
Since abstract-logical thinking is not developed in preschool children, and it is still in the formative stage in junior schoolchildren, parallelism with the native language is not always necessary, and sometimes it is harmful. Early learning allows you to develop a foreign language separately from your mother tongue. Adults (the student's parents as well as grandparents) often do not know this feature of the
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-238-242
teaching methodology, so sometimes funny situations arise at home when a child starts asking: "How do I say this in English...?" And then, in English... Many children, of course, answer this question. But sometimes, in such a situation, the child falls into a stupor and is silent in response. They come to see the teacher. The teacher takes out picture cards or toys, shows them to the child, and asks, "What's SBU?" And suddenly the child names everything. That is, he, as a rule, knows what "apple" is in Russian and English, but these two languages exist separately in his head, and he is not yet able to draw parallels between them. Or, on the contrary, parents sometimes say that their preschooler can describe a picture in English and correctly choose the sentences in the task, but that they complain about not doing the translation. How, they ask, do they fix it? And what is there to fix? If he describes and chooses correctly, he will understand what he is talking about. And the fact that he does not translate into Russian means that his language is formed naturally, and in the future, if the training is built correctly, the child will not translate from Russian to English but will immediately compose a statement in English.
Frequent change of activity
Preschool children and young students have a limited attention span. They cannot do the same thing for a long time. Frequent change of activity is one of the conditions of successful lessons. Calculating everything is simple: we add 5 minutes to the child's age; this is the time of the child's maximum concentration. These are. Five- and six-year-olds can do the same for about 10 minutes. It doesn't work the other way around: if kids are bored with what they're doing, it's hard to calm them down. Therefore, the children in the class are very different.
They have time to do things like read poetry, paint, sing, dance, play, and watch cartoons. And all this is not a waste of time, as it seems from the outside, but elements of the lesson. Dancing is not just dancing but also using TPR to better memorize words and grammatical patterns. When coloring, children follow the teacher's commands; that is, they develop listening skills and repeat the learned vocabulary—colors, names of objects in the picture, etc. Educational cartoons are also not superfluous. They are short (2-5 minutes), they also repeat learned vocabulary and grammar, and they help children relax when they are tired of an active game or a difficult task.
to teach by means of songs and poems the letters or combinations that are difficult to explain or remember and that do not have meaning.
For example, it can be shown that children learn the English alphabet by
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-238-242
singing rather than simply memorizing it.
games related to mental and physical activities;
Cartoons: while children do not understand the words in the cartoon during language learning, they try to understand the words they use through the actions of the cartoon characters. This is an interesting and effective way for children to learn the language. Children have a strong interest in finding answers to riddles. Therefore, when the teacher says the riddle in English or Uzbek, he should ask the children to say the answer in English. Then children learn words quickly.
Practical activities (tasting fruits and other foods, smelling flowers); This sentence can be explained by the thoughts of a practising psychologist: "The pedagogue, who wants something to be firmly fixed in the children's memory, should use as many of the child's sensory organs as possible: eyes, ears, sound organs, muscle sensations, and even if possible, he should try to involve the organs of smell and taste in the process of remembering." For example, when a teacher tastes an apple, its colour is either red or green. He should give information about the smell of sweet (tasty) or sour (sour) or fragrant (floral) and feed the fruits to other students and ask them to give information about that fruit in English. It also helps in their further learning. If the teacher asks the students the English name of the colors, the child will immediately remember the time when he ate the fruit, and he will quickly remember that it is red-red and green-green. Therefore, using such a method helps the student's information remain in the long-term memory and ensures that it remains.
- through gestures and facial expressions; when the teacher says something to the child or gives an order, for example, if he uses gestures in sentences such as "come here," "open the book," "stand up," and "look at the blackboard," it will be clear.
- through visual aids, such as posters and books;
- writing about things that are visible and often used in everyday life. For example: writing on a door, book, table, blackboard, window, etc. Since such things are always visible and often used in practice, the child learns these words involuntarily.
Through the news, we know that children are curious. They quickly get bored with the sameness. Therefore, it is necessary to teach them not always using one type of method, but to change and update such methods. Otherwise, children will understand how the teacher will teach and prepare for it. Teaching with innovative methods raises children's aspirations.
Central Asian Research Journal For Interdisciplinary Studies (CARJIS)
ISSN (online): 2181-2454 Volume 2 | Issue 11 |November, 2022 | SJIF: 5,965 | UIF: 7,6 | ISRA: JIF 1.947 | Google Scholar |
www.carjis.org DOI: 10.24412/2181-2454-2022-11-238-242
In conclusion, language teaching to young children should be conducted as an interesting activity and not as a duty. Learning using several effective methods can serve as a foundation for their future knowledge. It is necessary to properly explain to children how important it is to learn foreign languages through natural means.
REFERENCES
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3. Gazieva, S. T. (2021). READING IS THE RECEPTIVE SIDE OF WRITING. Academic research in educational sciences, 2(5), 1564-1570.
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5. Aminova, S., & Qurbonova, U. (2022). THE ROLE TECHNOLOGY PLAYS IN THE KNOWLEDGE CREATION PROCESS. Central Asian Research Journal for Interdisciplinary Studies (CARJIS), 2(3), 435-439.
