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22Central 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: 10.24412/2181-2454-2022-11-261-265
TEACHING METHODS AND CURRENT CHALLENGES DURING TEACHING ENGLISH FOR YOUNG LEARNERS IN ELEMENTARY
SCHOOL
Diyora Khusanboy qizi Mirzaakhmedova Yulduz Ravshan qizi Riskiboyeva
Students Tourism Faculty of Chirchik Pedagogical University Scientific supervisor: Israilova Shabnam Djuraboyevna
ABSTRACT
This article is devoted to dissect the roots of problems related to obstacles of teachers in the process of teaching English to young learners
Author listed the most frequent difficulties to teach illiterate children due to not having enough sources and knowledge in their native language in young learners as well as they are very playful and easy to distract them and several obstacles are given in the main body, possible solutions are recommended to eliminate the problems has been addressed by the author.
Keywords: challenges, young learners, teaching, strategies.
INTRODUCTION
Knowledge which is taken in early years is huge impact in later development. The reason why minds of child remember any kind of information due to having space mind in them. Early learning experiences are crucial to the future well-being of children, and establish the foundation for the acquisition of knowledge and skills that will affect later learning and behavior (Pam Schiller and Pat Phipps, 2002). Due to this, students benefit greatly from English instruction at a young age because they will develop their mastery of English not only through good pronunciation that is almost native-like, but also through good experience in enhancing their vocabulary development. There is a rapidly growing interest in second and foreign language learning and teaching (Dixon et al., 2012).In 21st century, modern world demand at least to be bilingual from generations. The reason why they possess greater intellectual flexibility, a better ability to deal with ambiguity or apparent contradiction, and can juggle information while ignoring unnecessary distraction particularly increase cultural awareness.
Studying a foreign language
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: 10.24412/2181-2454-2022-11-261-265
The standard process for children to learn their first language (L1) involves their being actively engaged, investigating their surroundings, and engaging with people. Through interaction and communication with other people from their culture, individuals eventually develop not only linguistic competence—the vocabulary and grammatical rules of the language—but also communicative competence—the norms for using the language correctly in various socio-cultural circumstances. Culture and language have a natural affinity for one another. By the time they are four or five years old, kids have often honed their language skills and assimilated into their specific sociocultural group, making them proficient communicators in their mother tongue. Both the language itself and the proper use of it in various contexts and with various persons are being taught at the same time.
Challenges in teaching English to Young Learners
Nonetheless, learning a language as a second language presents many substantial difficulties since children do not have access to the same supportive environment for interaction as they do while learning their first language. Children require the chance to participate actively in rich interactive communicative activities in the foreign language classroom, much like they do when learning their native tongue. For the early childhood educator, this poses a serious difficulty. It stands to reason that children are illiterate in primary school. It is irrefutable any kind of second language is taught based on their native language. Hence teachers make difficult to teach due to not having initial enough knowledge in their native language. Furthermore, individual characteristics that affect learning a second language must also be taken into account. These include individual differences in attitude, personality, age, learning style and motivation, which all affect language learning (Bialystok & Hakuta, 1994; McLaughlin, 1984; Wong Fillmore, 1991; Tabors, 1997). Because every people think differently and have diverse outlook according to their age. Therefore attention a skillful teaching demand for teachers. The most complex of all is teaching foreign language and their mother tongue as compulsory simultaneously. Teacher must give new vocabulary in each lesson but pupils have no concept about these vocabularies. The level of English that they want poses yet another possible obstacle for teachers. The literature repeatedly notes that teachers have low competency or low self-confidence. Many teachers believe that CLT demands particular classroom procedures, such as teaching in the target language, which causes anxiety and leads to their questioning their competence, particularly their speaking and listening skills (Kuchah, 2009). Large classes are a common
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: 10.24412/2181-2454-2022-11-261-265
challenge in many parts of the world, leading teachers to believe that introducing learner-centered teaching is difficult or impossible because, for example, they cannot closely monitor students' language use or use pairwork and groupwork. Another issue is the problem of control and discipline, particularly when the local preference is for quiet and orderly classrooms. It can also be difficult to motivate learners. In many EFL contexts, children may struggle to understand the relevance of learning English as they have little contact with speakers of the language, particularly in rural areas (Ho 2003; Li, 1993). The facilities and equipment required for learner-centered instruction were not adequately funded in rural areas.
Having highlighted the key challenges identified in the literature, the research will tackle these problems with fruitful solutions.
Teaching English to young learners
Cameron claims that among other knowledge and abilities, teachers of young students need:
1. ability to discover children's interests and apply them for language education, knowledge of how children learn and think,
2. proficiency in spoken English, and the capacity to perform entire classes
orally
3. to have the necessary tools to impart basic English literacy.
Teaching English to Young Learners is defined as guiding and facilitating Young Learners aged 9-15 years old in their activities of learning, knowing, understanding, and comprehending ideas, attitudes, values, skills, and information of English using tricks and strategies that will be used in changing and redefining their thought forward their daily surrounding situation as foreign language learners.
Teaching Strategies
It is thought that under specific circumstances, children will learn a foreign language more efficiently. Therefore, while teaching English to youngsters as a foreign language, there are some assumptions regarding language learning that should be taken into account. The presumptions below were taken from several sources.
a. For kids, learning should be enjoyable and natural. There must be no stress in the environment for them to be successful in learning the target language. It is a prevalent misconception that the atmosphere of learning a foreign language frequently leads to tension and worry. Children are thought to interpret meanings through orders rather than simply learning linguistic forms. It is thought that this practice will free you from stressful and self-conscious situations.
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: 10.24412/2181-2454-2022-11-261-265
b. Speaking rather than writing out the language's symbols should be used to introduce it. In order to communicate effectively about tangible items and their own experiences, learners practice speaking, listening, and reading. Children may start to read symbols in the target language once they are able to produce sounds in that language and make the connection between those sounds and reality. When kids can understand what others are saying (listening) and can speak the language themselves, this process can start (speaking).
c. Children are more responsive to physical stimuli and are more susceptible to sensory input. Students' senses, including touch, sight, hearing, smell, and taste, are used to teach them language. This will enable kids to connect the verbal signs to the reality they sense via their senses.
d. Meaning should be presented in a way that can be understood through concrete examples or personal stories. When a language student misunderstands something or makes a mistake, the teacher tries to clarify the meaning visually rather than by translating.
e. In order to promote association processes, the theory that teaching should begin with what students already know seems to be in favor of younger students. Children are supposed to have knowledge of what they are doing by teaching them in this manner. Not only do they speak without realizing what they are saying, but they also speak without thinking.
f. In order for students to acquire the target language as effectively as possible, teaching strategies for young learners should take into account their unique qualities. Learning English should be enjoyable and natural, which is one of the main ideas that may be taken into account while developing or selecting techniques for youngsters. An instructor of a foreign language may draw inspiration from this idea and create their own methods, such as including songs and activities to make learning enjoyable and natural. Teaching young children is distinct from teaching at higher levels not only because of the tactics used, but also because of the vocabulary and structural choices. The simple vocabulary and grammar that are reasonably straightforward to acquire should be used by a language teacher.
CONCLUSION
Each individual come across some obstacles or difficulties naturally when they are doing any kind of things. Even professional teacher make difficult or face obstacle during the lesson at initial. When they work on themselves and enrich their
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: 10.24412/2181-2454-2022-11-261-265
skill, qualification then they teach young learners productively. The most of all is finding the way to magnetize to their lesson. They should appropriate solutions to these problems instead of avoiding them. Consequently, they do not face any kind of obstacles and also they achieve high results in teaching young pupils.
REFERENCES
1. Dixon, L. Q., Zhao, J., Shin, J.-Y., Wu, S., Su, J.-H., Burgess-Brigham, R., Gezer, M. U., & Snow, C. (2012). What we know about second language acquisition: A synthesis from four perspectives. Review of Educational Research, 82, 5-60.
2. Bialystok, E., & Hakuta, K. (1994). In other words. New York, NY: Basic Books.
3.Pam Schiller and Pat Phipps. 2002. The Complete Daily Curriculum for Early Childhood. Boston: Gryphon House.
4S. O'Neill & H. van Rensburg. "Challenges of Foreign Language Learning in Early Childhood". Deep University Press. 2015.p-6
5. Kuchah, K. (2009). Early bilingualism in Cameroon: Where politics and education meet. In J. Enever, J. Moon & U. Raman (Eds), Young learner English language policy and implementation: International perspectives (pp. 87-94). Reading: Garnet Education
6. Ho, W. K., & Wong, R. Y. L. (2003). Prologue: Aim, scope and concepts. In W. K. Ho& R. Y. L. Wong (Eds), English language teaching in east Asia today: Changing policies and practices (pp. 1-32). Singapore: Eastern Universities Press
WORK SITES
1.https://cicikprasetia.wordpress.com/20n/08/29/teaching-english-for-young-learners/
2.https://www.italki.com/en/article/NRNxXt03ZrviaB8YtPUCHn/how-to-teach-yo un g-l earners-en gl i sh-effectively
