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WHEN IS THE BEST TIME TO INTRODUCE CHILDREN TO A SECOND
LANGUAGE?
Buriyeva Sanobar Farkhad kizi English teacher of Kashkadarya law college, [email protected]
Annotatsiya. Maqolada yosh bolalar va kattalar o'rtasidagi til o'rganishdagi farqlar taqqoslanadi. Yosh bolalar tabiiy tilni egallaydilar, ular o'smirlar va kattalarnikidan farqli o'laroq, ongli ravishda o'rganmasdan tilni o'zlashtirishga intilishadi. Ular talaffuzga taqlid qilish va o'zlari uchun qoidalarni ishlab chiqish qobiliyatiga ega. Til o'rganishda har bir davrning o'ziga xos imkoniyatlari mavjud, masalan, yosh bolalarga turli sohalardagi so'zlarning haqiqiy ma'nosini o'rgatish qiyin, lekin yosh bolalarga til fonetikasini o'rganish kattalarnikiga qaraganda osonroq.
Аннотация. Данной в статье сравниваются различия в изучении языка детьми раннего возраста и взрослыми. Маленькие дети овладевают языком естественным образом, они мотивированы изучать язык без сознательного обучения, в отличие от подростков и взрослых. У них есть способность имитировать произношение и самостоятельно вырабатывать правила. Каждый период имеет свои возможности в изучении языка, например, маленьких детей сложно научить собственно значению слов в разных областях, но маленьким детям легче выучить фонетику языка, чем взрослым.
Annotation. In this article, I talked about the ideal age for language learning and explained my thoughts with examples from research. The article compares the differences in language learning between young children and adults. Young children are natural language acquirers, they are self-motivated to pick up language without conscious learning, unlike adolescents and adults. They have the ability to imitate pronunciation and work out the rules for themselves. Each period has its own opportunities in language learning, for example, it is difficult to teach young children the actual meaning of words in different fields, but it is easier for young children to learn the phonetics of the language than for adults.
Kalit so'zlar: go'daklik, oltin davr, tuzilmasiz, ona tili, ona, ravonlik, tilni o'zlashtirish, neyroelastiklik, sezgi bilish, til aniqligi.
Ключевые слова: младенчество, золотой век, неструктурированный, родной язык, родной, свободное владение языком, овладение языком, нейроэластичность, перцептивное познание, языковая точность.
Key words: infancy, golden age, unstructured, mother tongue, native-like, fluency, Language Acquisition, neuroelasticity, perceptual cognition, language accuracy.
Introduction
Language has been formed in each of us since infancy, studies show that children begin to learn their mother tongue while in the womb, until they are born they learn language by how to listen and copy the surrounding language. The golden age to learn a second foreign language for children is from 1 to 3 years old, because at this stage children have mastered their mother tongue, the brain is also ready to absorb words and learn to talk. In the early stages of a child's life, language learning is largely unstructured.
Children acquire language well through effective communication with their parents and people around them. It is because of this that many parents think that children learn languages more easily than adults, but in fact this notion is incorrect. Learning a new language from the mother tongue is completely different because the child uses the mother tongue every day,
through the practice of using the wrong words and being corrected by the parents to make progress every day.
When reaching puberty, children's good learning of foreign languages tends to rely on skills and strategies and learning methods. This can lead to clear children's success in learning a foreign language compared to adults. In addition, a number of factors such as children have more time at school to spend on learning and children have more opportunities to interact with new foreign languages via television and the internet, which makes learning new foreign languages effective in children. usually better than adults. Children under the age of 15 are considered the most likely age to achieve native-like fluency when learning a second language.
Experts say that the best time for a child to start learning a foreign language is early childhood, from three to seven years old. This stage of development is characterized by enormous plasticity of the brain and the organs responsible for hearing and speech. This makes it much easier for children to understand the phonological system than for adults. Early Language Acquisition There are many theories of language acquisition for native and foreign languages. Many modern researchers recognize that these theories complement each other, and relying on only one of them (for example, the critical period hypothesis) can lead to incorrect conclusions. However, it is true that the more the conditions of language acquisition are similar to the conditions of acquisition of the mother tongue, the better! The similarity between the two processes increases the effectiveness of learning a foreign language and increases the chances of full success.
Today, enlightened school systems know better. Foreign languages are introduced in elementary school. Little kids do learn more easily than high school students. But current research says to really do it right, start even earlier. Start when the child is learning a first language. Babies have an astonishing ability to absorb. And in today's complex world, a foreign language is not a luxury - it's a necessity. We know now that studying a foreign language offers surprising benefits to children Bloch, C., & Edwards, V. (1999). Research has demonstrated improved ability to communicate, better cognitive development, richer cultural awareness and, ultimately, better job opportunities for those who know a foreign language. What's more, today's children will all be required to have command of two languages by the time they reach college. Research suggests that from birth through age 10 is the best time to introduce new languages to a young child. The child will learn the language faster, retain it better and most often speak it with near-native pronunciation. Recent research indicates a young child up through age 5 can learn and process up to five languages!
According to Larwen-Freeman (1991), he also agreed with the theory. At first he explained from the perspective of nerves. Firstly, with the gradual maturity of people's development, both sides of the human brain are "endowed" with different functions. Secondly, the ability to acquire a second language will also decline with the loss of neuroelasticity. It can be concluded that the plasticity of the human brain gradually decreases or disappears with age. Then he explained from cognitive theory. Children's cognitive level is still in the stage of development and immaturity. Therefore, in the process of language acquisition, children will be less affected by feelings and other factors. When children are about eleven years old, this makes perceptual cognition begin to transition from concrete thinking to abstract thinking. The development of language ability lags behind the development of cognitive ability, which is roughly synchronized. For adults, their logical ability and analytical ability play an important dominant role in the process of second language acquisition. When they acquire a second language, their cognitive ability has developed to a certain extent. Therefore, when mastering language knowledge and applying the language knowledge learned, adults have many advantages in language accuracy, logic and so on. Because adults' cognitive ability and language
development are not carried out at the same time, and thinking ability is separated from language ability, they encounter some difficulties in the process of language acquisition. In terms of input, children's second language learners will receive better input than adults. Thus, it will provide a lot of materials for children's learners when learning syntax. At the same time, children's learners are also better at using their mother tongue to communicate and communicate with their peers. Through smooth and spontaneous communication, they can better practice some phonetics, so as to make the second language more fluent and authentic.
The children students can be divided into two by their age: Very young and young learners. "Young Learners" are defined between 7-12 years old, while the "Very Young Learners" are defined as under 7 years of age (Slatterly & Willis, 2001). They have both similarities and differences by their age, level, and skills while learning a foreign language. In this essay, it will be discussed their similarities, differences, and which learner group is harder to teach personally and why.
Firstly, they are curious, enthusiastic, eager to gain new experiences, active, and have energy (Degirmenci & Uysal, 2015). Thinking about these features, they are also motivated, because they want to learn. They are also creative, and it is better to make use of their imagination and energy in different activities (Degirmenci & Uysal, 2015). Using Total Physical Response (TPR) by James Asher (1977) is useful to teach English for very young learners, because they are active. On the contrary, they have minimum concentration, they are easily distracted and have very short attention spans. To not lose their attention, 5-15 minute activities are best to engage them in learning.
These examples of language learning, processing, and creation represent just a few of the many developments between birth and linguistic maturity. During this period, children discover the raw materials in the sounds (or gestures) of their language, learn how they are assembled into longer strings, and map these combinations onto meaning. These processes unfold simultaneously, requiring children to integrate their capacities as they learn, to crack the code of communication that surrounds them. Despite layers of complexity, each currently beyond the reach of modern computers, young children readily solve the linguistic puzzles facing them, even surpassing their input when it lacks the expected structure. No less determined, researchers are assembling a variety of methodologies to uncover the mechanisms underlying language acquisition. Months before infants utter their first word, their early language-learning mechanisms can be examined by recording subtle responses to new combinations of sounds. Once children begin to link words together, experiments using real-time measures of language processing can reveal the ways linguistic and nonlinguistic information are integrated during listening. Natural experiments in which children are faced with minimal language exposure can reveal the extent of inborn language-learning capacities and their effect on language creation and change. As these techniques and others probing the child's mind are developed and their findings integrated, they will reveal the child's solution to the puzzle of learning a language.
English language should be more than one course and it can be used as a scientific language and other training courses. For example, science courses, history, social or biology should be taught in English. In this way, power and speed of learning the language significantly increases. Primary school and children is the best course to learn the language. Because learning the language with native language in the first decade of life provides for disabled students to independently and directs language without translation, interpretation and changes its meaning from Persian to learn English in your mind. This means that the person will be able to speak like native language without including Persian to English in your mind. Early childhood is the best time for language acquisition. Ease of learning a foreign language diminishes with age. Between birth and adolescence the brain is hard-wired to acquire language naturally.
Conclusions
As child approaches puberty, the nature of language learning and storage changes, becoming less flexible. Many experts believe that learning the language before the age of ten years allow children to speak correct and fluent as an indigenous person. Therefore, whatever the earlier children become familiar with foreign language, he have better chance to speak proficiency. On the other hand language learning, except native language, can provide develop a lifelong ability to more communicate with others.
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