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12Central 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: 10.24412/2181-2454-2022-11-207-211
TEACHING ENGLISH TO EFL AND ESL YOUNG LEARNERS: THE USE
OF ACTIVITY-BASED
Malika Yo'ldosh qizi Sultonova
Student Tourism Faculty of Chirchik Pedagogical University
Sohila Aminova Abduhalimovna
Chirchik Pedagogical University
ABSTRACT
This study focused on teaching English to young learners and aimed to explore how to teach to young learners effectively by the use of activity-based. The research method applied in this study is general scanning. This article describes the methods how to teach colorful pictures and fruitful games to attract pupils' attention. Author listed some productive games and techniques to teach young learners in high quality.
Keyword: Activity-based learning, English language teaching, ESL and EFL students
INTRODUCTION
It's undeniable that English is a universal language that is widely used in society. There can be no debate about how important it is for people who are not natural English speakers to master the language. An English language teacher can actively support the learning of a second or foreign language by actively exposing an ESL (English as a Second Language) learner to language content in the formative years of language acquisition. These non-native English speakers are assisted in gaining familiarity with language use by the ESL programs created for young learners, which are often aimed at school-aged children younger than 12 years. Reading comprehension, speaking clearly, and proficient writing all serve to illustrate this. For the purpose of fostering English language proficiency in young learners, ESL teachers must concentrate on proper language teaching approaches and tactics that can be successfully implemented into ESL instruction. The fundamental level of English language instruction makes the English language useable for pupils and makes language learning enjoyable by using real-world situations and examples. Implicit learning is enhanced when role-playing, music, and worksheets are used in second language instruction. By acting out the material and keeping the linguistic
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: 10.24412/2181-2454-2022-11-207-211
input simple, the inclusion of props, photos, illustrations, and other real-life contexts improves learning and the students' understanding.
How develop their skill in English of young learners based on activities;
Young learners and teenagers may not necessarily consider learning English as a second language as one of their favorite pastimes. However, including interactive, enjoyable, and memorable ESL games like these in your lesson plans can be a terrific method to assist young pupils in reviewing their information.
ESL/EFL for teaching English to young children:
Young children learn mainly by 'doing' rather than by conscious learning because they learn more implicitly than older children. While many things are learned using conscious or explicit processing, a great deal is also learned implicitly or without conscious awareness (Reber, 1989).
Young children are often eager and engaged learners. Here are some fascinating and entertaining ESL games for kids that aren't too difficult for young students.
1. The What's Missing Game
Approximately 10 to 15 words from the target vocabulary are written on the board for this memory game by the teacher. The words or pictures might simply be written down or drawn, or flashcards can be taped to the board.
The kids are instructed to try to memorize every word on the board in a minute as they line up in front of it. A word is then removed by the teacher, and the pupils are instructed to turn around so they can't see the board (no peeking!). Turning around, the students are required to identify the missing item. Each kid gets one point for being the first to pronounce the right term. (If you are using flashcards, you can hand the student the card so they can easily keep track of their progress.)
2.Bingo
You may either make bingo cards and a call sheet yourself for this age-appropriate version of the classic game, or you can print them from a website like this one: https://bingobaker.com/. You can use the standard numbers and letters for your call sheet or be more creative by using previously taught language. Instead of using words with extremely young students, utilize visuals.
Cut the call sheet into squares, then place the squares in a hat. A bingo card and a marker should be distributed to each pupil. Give each kid a chance to take the role of the "caller," who will select one square at a time from the hat and announce what is written on the square. The other students mark the called word or image on their card
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: 10.24412/2181-2454-2022-11-207-211
after paying attention to what is called. The winner is the first kid to complete their entire bingo card and yell "Bingo!"
3.H-A-N-G-M-A-N
Playing this game with your students can help them improve their vocabulary and spelling abilities.
Ask one pupil to come up with a word.
Ask this student to count the number of letters in the word, after which they should mark each letter in the word with an underscore on the board.
The other pupils then take turns speculating on which letters of the alphabet might be in the selected word.
When a pupil correctly guesses a letter, it is written above the appropriate underscore marks, giving them a chance to guess the word.
A portion of the stick figure hangman is drawn and the wrong letter is noted on the board. Draw a person wearing a parachute to add a small twist to the game. Draw as many parachute attachment strings as there are letters in the term you've decided on. The remaining students then alternately guess letters from the alphabet that they believe might be in the final word. If they correctly predict a letter, it is written above the associated underscore, and the learner has the opportunity to infer the word's meaning. One of the parachute strings is erased and the board is noted if they guess the wrong letter. Before the player loses all of their parachute strings, the objective of the game is to guess the word.
4. Use English children's literature to weave a tale.
Unquestionably, the focus of language training is on the growth of communicative abilities that will allow the students to transmit meaningful utterances in social circumstances. The use of storytelling in the L2 classroom encourages creative learning, piques the interest of the student, and fosters a positive learning atmosphere with useful input. Stories activate the language acquisition device (LAD) and it is easy for children to induce the language elements from the data provided by the stories (Krashen, 1981). A teacher of English as a second language (ESL) can use techniques like TPRS (Teaching Proficiency through Reading and Storytelling) by reading aloud stories in the English language and keeping the students engaged in a variety of post-reading tasks and language activities that can make the story more understandable and move them from receptive skills (listening and reading) to productive skills (speaking and writing). Additionally, the same stories might be read to the students repeatedly. Children enjoy hearing stories over and over again for two
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: 10.24412/2181-2454-2022-11-207-211
reasons: first, they can pick up certain linguistic skills through repetition, and second, they can unintentionally reinforce other skills. By exposing students to new vocabulary in a variety of settings through the use of stories, teachers are able to develop their students' critical thinking abilities. As noted by Ellis & Brewster, many stories have natural repetition of key vocabulary and structures that helps children remember details and learn to anticipate what is about to happen next in the story (Ellis & Brewster, 2002). The use of audiobooks can also come in handy here.
5.Role-play
The classic ESL pastime is role-playing. Students must either act out a scenario or pretend to be someone else for this assignment. Teachers can put up a role-playing exercise that simulates a real-world situation, such as placing an order at the grocery store or visiting a foreign nation. The best way to practice utilizing English outside of the classroom is through role-plays. Since you are guiding them, students will get to practice speaking the language in conversation with others without worrying about making mistakes. Students can express themselves creatively and imaginatively through role-playing, which promotes personal language development. Positive classroom dynamics are also produced by students interacting with one another. Students will be inspired to talk with assurance if an interesting, intellectually stimulating simulation is created. In the lesson's study phase, they will remember everything that was taught.
How to get ready for a role-playing exercise
Create the lesson in advance. Ensure that everything is configured correctly.
Make sure the activity's goal is very clear. Demonstrate to students how to obtain the desired result.
Assign a role to each student. Give the learner enough time to comprehend their fictional characters if you're delivering them to them.
It's crucial that you play the role of facilitator in this activity as a teacher. Watch what happens as you let the activity continue. Don't worry about fixing mistakes or asking for assistance. Keep track of any mistakes that students make and utilize that information to create a review lesson.
6. SONGS
A living language cannot exist without music. Songs are a fantastic opportunity for young learners to use their voices and pick up the rhythm of the English language since young learners love to sing. It would be preferable to have all of the pupils stand during the singing session. To keep your young students interested and
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: 10.24412/2181-2454-2022-11-207-211
motivated, create movements to match with the song. CONCLUSION
A comprehensive ESL education program integrated into a child's early learning years attempts to increase knowledge and fluency and make these primary learners adept in using all four language skills—listening, reading, writing, and speaking—of the English language. Most crucially, when learning a second language, language learners make both intralingual and interlingual errors. The ESL instructor must see to it that failure is accepted as a necessary component of learning in the language classroom. Practical language acquisition objectives must be set, taking into account young children's abilities as well as the environment in which schools and teachers must function. These objectives must be clearly stated and realistic. To reduce first language interference errors, second language instruction must be included in the learner's curriculum beginning in the early years. Utilizing clever techniques that encourage the practical use of the second language can successfully encourage activity and involvement in youngsters during language instruction. There should be plenty of language exposure, lots of movement, repeated language themes, and play-like classroom activities in an effective ESL classroom for young learners. The ESL instructor thrives on props, games, and other activity-based methods that increase exposure to the target language in a pleasant and enjoyable way. The goal of the language teacher should be to create a pleasant environment that encourages learning while also coming up with strategies for students to put what they have learned into practice.
REFERENCES:
1.Ellis, G. & Brewster, J. (2002). Tell it again! The new storytelling handbook for primary teachers. Pearson Education.
2.Krashen, S. D. (1981) Second language acquisition and second language learning. Oxford: Pergamon Press.
3.Reber, A. S. (1989). Implicit learning and tacit knowledge. Journal of Experimental Psychology: General, 3, 219-235. https://doi.org/10.1037/0096-3445.118.3.219
4. https://englishteacherguide.com/14-esl-activities-for-young-learners
