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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TEACHING ENGLISH TO YOUNG LEARNERS: CHALLENGES AND
WAYS TO OVERCOME
Dilnura Abdurauf qizi Abdurashidova
Student, Chirchik State Pedagogical University nazokatumirzakova0@gmail .com Scientific adviser: Mavluda Abduvaliyevna Komiljonova Teacher, Chirchik State Pedagogical University mavlyudadjurayeva1 @gmail.com
ABSTRACT
This article examines the challenges faced in teaching English to young learners and provides practical strategies to overcome them. It discusses difficulties such as limited vocabulary, short attention spans, pronunciation issues, grammar comprehension, fear of making mistakes, and limited exposure to English outside the classroom. The strategies suggested include the use of visual aids, interactive activities, and real objects to enhance vocabulary learning, incorporating movement-based tasks, providing opportunities for listening and imitation, simplifying grammar concepts, creating a supportive learning environment, and motivating students through various means. By implementing these strategies, educators can create an engaging and effective learning environment for young learners in their English language acquisition.
Keywords: teaching English, young learners, challenges, strategies, limited vocabulary, short attention spans, pronunciation difficulties, grammar comprehension, fear of making mistakes, supportive environment, visual aids, interactive activities.
INTRODUCTION
Teaching English to young learners is a journey filled with both excitement and obstacles. The young minds bring their own unique characteristics and learning needs to the classroom, making it essential for educators to navigate the challenges they may encounter. In this article, we delve into the common hurdles faced when teaching English to young learners and present practical strategies to overcome them. By understanding and applying these strategies, teachers can create a vibrant and supportive learning environment that empowers young learners to flourish in their English language acquisition journey.
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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
Chirchiq davlat pedagogika universiteti Zamonaviy filologiya va lingvodidaktikaning dolzarb masalalari
The widespread introduction of languages in primary schools has been described by Johnstone (2009) as "possibly the world's big- gest policy development in education" (p. 33), with English being the language most commonly introduced. There are several reasons for this trend. First, it is often assumed that it is better to begin learning languages early (Y. Hu, 2007; Nunan, 2003). Second, eco- nomic globalisation has resulted in the widespread use of English and many governments believe it is essential to have an English- speaking workforce in order to compete (Enever & Moon, 2009; Gimenez, 2009; Y. Hu, 2007). Third, parents want their children to develop English skills to benefit from new world orders and put pressure on governments to introduce English to younger children (Enever & Moon, 2009; Gimenez, 2009). Teaching a foreign language is fun process which is followed by some difficulties as well. Several can be listed as main challenges of teaching young learners, however, we are going to suggest some advantageous ways to overcome these difficulties. Here are some of them:
Limited Vocabulary:
Young learners often have a restricted vocabulary in their native language, which can impede their comprehension and expression in English. To address this obstacle, educators can employ various techniques. For instance, incorporating visuals, such as flashcards or tangible objects, can effectively introduce and reinforce new vocabulary. Additionally, integrating interactive elements like games, songs, and stories can enhance engagement and solidify learning.
What we can do:
To teach fruit names, an instructor can showcase actual fruits in the classroom, prompting students to repeat their names. Subsequently, the teacher can utilize flashcards depicting fruits and encourage students to associate them with the corresponding real fruits.
Short Attention Span:
Young learners frequently exhibit shorter attention spans, making them susceptible to distractions during lessons. To sustain their engagement, it is crucial to plan lessons that encompass brief, interactive activities. Breaking lessons into smaller segments and incorporating movement-based tasks can aid in maintaining their interest. To tackle with this problem a teacher can organize a game of "Simon Says" to practice action verbs. By instructing students to perform actions like clapping their hands or jumping, the game reinforces vocabulary while incorporating physical movement, rendering the lesson more enjoyable for young learners.
Pronunciation Challenges:
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Young learners often encounter difficulties in pronouncing sounds that do not exist in their native language. To help them overcome this hurdle, educators can provide ample opportunities for listening and imitation. Tongue twisters, rhymes, and songs can be utilized to practice specific sounds, encouraging repetition and modeling.
A suggestion to help
To introduce the "th" sound, a teacher can teach a tongue twister such as "Three thin thinkers thoughtfully thinking." Reciting the tongue twister together allows students to focus on pronouncing the "th" sound correctly. Incorporating songs that contain words with the target sound can also provide additional practice.
Grammar Comprehension:
Comprehending and applying grammar rules can be challenging for young learners. Simplifying grammar concepts through clear explanations supported by visuals can aid comprehension. Teaching grammar within meaningful contexts, such as through games, role-plays, and storytelling, can enhance understanding.
Example:
To teach the present continuous tense, an instructor can engage students in a role-play activity. Assigning different roles, such as a student reading a book and another playing a musical instrument, enables students to act out their roles while using the appropriate verb forms, such as "I am reading" or "He is playing."
Overcoming Fear of Mistakes:
Some young learners may exhibit reluctance to speak in English due to fear of making mistakes. Creating a supportive and non-judgmental environment is crucial. Educators can encourage and praise students' efforts, emphasizing that mistakes are a natural part of the learning process. Providing opportunities for pair or group work can also alleviate the fear of speaking in front of the whole class. Teachers can organize pair or group activities where students can practice conversational English in a low-pressure setting. For instance, students can engage in simple dialogues with a partner, focusing on fluency rather than accuracy. The teacher can offer feedback and inspire students to celebrate their progress and improvements.
In many parts of the world, large classes are a common challenge (Ho, 2003; Shamim, 2012; Wedgwood, 2007), causing teachers to believe it is difficult or impossible to introduce learner-centred teaching because, for example, they cannot closely monitor students' language use (Li, 1998) or introduce pairwork and groupwork (Hoque, 2009). A related issue is the problem of control and discipline (Butler, 2005; Littlewood, 2007); Carless (2004) argues that the noise produced
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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
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during speaking activities can be problematic when the local prefer- ence is for quiet and orderly classrooms.
Teaching English to larger groups of young learners can be challenging, but with effective strategies and grouping techniques, it can be a successful and engaging experience. Here are some approaches to consider:
Classroom Management: Establish clear expectations, routines, and procedures to maintain an organized and focused learning environment. Use visual cues, such as classroom rules or behavior charts, to help reinforce positive behavior and manage the larger group effectively.
Active Engagement: Incorporate interactive and hands-on activities that encourage active participation from all students. Use games, songs, role-plays, and group discussions to make the English learning experience dynamic and enjoyable for the entire class.
Pair and Share: Implement pair work or small group activities to encourage collaboration and maximize speaking opportunities. Pairing students based on mixed abilities or diverse language levels can create a supportive learning environment where students can learn from and support one another.
Rotating Grouping: Rotate groupings regularly to provide students with opportunities to interact and collaborate with different classmates. This helps build relationships, exposes students to different learning styles and perspectives, and promotes a sense of inclusivity and community in the classroom.
Learning Stations: Set up learning stations around the classroom where students can engage in different English language activities independently or in small groups. Designate stations for reading, writing, listening, and speaking activities, and rotate students through the stations to ensure they receive a well-rounded language learning experience.
Differentiated Instruction: Differentiate instruction to meet the diverse needs of students within the larger group. Provide varied materials, activities, and levels of challenge to cater to different learning styles, abilities, and language proficiency levels. This ensures that all students are appropriately challenged and engaged in their language learning journey.
CONCLUSION
In conclusion, teaching English to young learners presents several challenges, including limited vocabulary, short attention spans, pronunciation issues, grammar comprehension, fear of making mistakes, and limited exposure to English outside the classroom. However, by implementing practical strategies, educators can overcome these challenges and create an engaging and effective learning environment. The
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suggested strategies include the use of visual aids, interactive activities, and real objects to enhance vocabulary learning. These methods help young learners associate words with concrete objects and experiences, making vocabulary acquisition more meaningful and memorable. Incorporating movement-based tasks into lessons can help address short attention spans and keep young learners actively engaged. By incorporating physical activities and games, educators can create a dynamic and enjoyable learning experience. Simplifying grammar concepts and presenting them in a clear and accessible manner is crucial when teaching young learners. Using simple language, visual aids, and interactive exercises can help young learners grasp grammar rules and structures more easily. Creating a supportive learning environment where young learners feel comfortable making mistakes is essential. Encouraging a positive and non-judgmental atmosphere allows young learners to take risks, practice their English skills, and gain confidence in their abilities.
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