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FEATURES OF TEACHING FOREIGN LANGUAGE TO CHILDREN OF PRIMARY AGE
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- 1.2 Methods of teaching foreign languages
| 1 FEATURES OF TEACHING FOREIGN LANGUAGE TO CHILDREN OF PRIMARY AGE
1.1 Objectives of teaching foreign languages in primary school “Knowledge is the common treasure of the human race” Zhusup Balasagun A foreign language is one of the important subjects in the training system of a modern primary school student in a multicultural and multilingual world. It is the most important means of communication, without which the existence and development of human society is impossible. The changes taking place today in public relations, the means of communication require increasing the communicative competence of schoolchildren, improving their philological training. Knowledge of a foreign language contributes to the formation of a comprehensively developed, socially active personality. All this increases the importance of the subject "foreign language" as an academic discipline. Recently, it has become obvious that the successful development of modern society is possible only with a certain level of foreign language literacy of its members. Teaching English to primary school students has several benefits, as learning a foreign speech at an early age can have a significant impact on a child's overall development. Learning a foreign speech love English can assistance youthful children expand better cognitive abilities, such as improved memory, problem-solving skills, and creativity. Starting speech education at a youthful age can assistance children expand powerful speech skills and attain native-like pronunciation and intonation. This can create it easier for them to memories extra languages later in life. Learning English can expose youthful children to different cultures and ways of thinking, promoting greater empathy and understanding of other people and cultures. English is the most widely spoken speech in the world and is frequently d as a means of communication in business, international relations, and academia. By learning English at a youthful age, students can prepare themselves for future opportunities and career paths. Studies have shown that students who memorise a foreign speech tend to carry out better in other academic areas, such as math, science, and reading. Teaching English to primary school students can have numerous benefits and can assistance lay the foundation for a lifetime of speech learning and personal and academic growth. The role of a foreign language as an educational subject is increasing, "where the development of the student's personality on the basis of universal educational actions, cognition and mastering of the world constitute the goal and the main result of education." The priority goal of teaching English in primary school is the formation of elementary communicative competence of a junior student at an accessible level for him in the main types of speech activity: listening, reading, speaking, writing. Elementary communicative competence is the ability and willingness of elementary school students to carry out interpersonal communication with native speakers of the studied language in oral and written form in certain typical situations that are available to primary school students. It follows that when teaching a foreign language, the following goals should be set: 1. to form the ability to communicate in English, taking into account the speech capabilities and needs of younger students; 2. to form elementary communicative skills in speaking, listening, reading and writing; 3. develop speech, intellectual and cognitive abilities; 4. develop motivation to further master a foreign language; 5. introduce children to a new social experience using a foreign language; 6. to acquaint younger schoolchildren with the world of foreign peers, with foreign children's folklore and accessible examples of fiction; fostering a friendly attitude towards representatives of other countries; 7. To ensure the communicative and psychological adaptation of younger schoolchildren to the new language world in order to overcome the psychological barrier in the future and use English as a means of communication. When choosing a method of teaching a foreign language in a mass primary school, the teacher should pay special attention to the use of those activities that are most relevant for primary school children. A foreign language course should correspond to the age characteristics of younger students. Students of this age are very active, inquisitive, emotional. We must remember, and most importantly, correctly imagine the characteristics of young children in order to competently organize the educational process. At the age of 7 to 11 years, children have well-developed long-term memory. The child is able to memorize the material in a large enough volume. The assimilation of new speech material is easiest in the form of a game. "The game creates excellent natural conditions for language acquisition, it helps language acquisition at any age, but at primary school age it is especially productive." Also, games, the participants of which are, as a rule, several students or the whole class, are especially effective for the formation of skills to play various roles in typical situations of foreign language communication, answer questions, enter into a dialogue, tell, etc. It is advisable to use theatrical games – this is when there is a playback of educational dialogues, monologues, expressive reading of rhymes, dramatization of fairy tales, as well as mini-projects of an entertaining nature, involving the inclusion of foreign language speech activity in other activities. Teaching a foreign language in primary school has become increasingly popular in recent years, and there are many benefits to starting language education at a young age. Here are some things to consider: 1. The benefits of early language learning: Studies have shown that children who start learning a foreign language at a young age are more likely to have better language skills and more positive attitudes towards other cultures. Starting language education early also makes it easier for children to develop native-like pronunciation and intonation. 2. Age-appropriate curriculum: When teaching a foreign language to young children, it's important to develop an age-appropriate curriculum that focuses on basic vocabulary and conversational skills. Songs, games, and stories can be great tools to engage children and make the learning process fun. 3. Qualified teachers: It's important to ensure that the teachers responsible for teaching the foreign language are qualified and experienced in working with young children. They should be able to create a supportive and engaging learning environment that fosters enthusiasm for the language and culture being taught. 4. Integration with other subjects: Integrating language learning with other subjects such as social studies, science, and art can help reinforce vocabulary and grammar concepts and make the language learning experience more meaningful. Overall, teaching a foreign language in primary school can be a highly rewarding experience for both students and teachers. It can open up new opportunities for language learning and cultural exploration and help children develop important cognitive and social skills. Teaching language to primary school pupils is not a must, but rather, it may serve as a foundation for their future understanding via the use of engaging games and inventive techniques. When a result, as the educational system sets itself the goal of training a free-thinking, well-rounded individual, we instructors will contribute in the future by devising methods for properly using modern technology. There are several benefits of teaching foreign languages (English) to children as early as elementary school. And by doing so, we can enhance their knowledge and abilities. They will have the opportunity to study English in greater depth without difficulty in higher levels, and they will also have the chance to speak this language, based on the information they have obtained in elementary school. Therefore, it is vital to instill in children the importance of language studies from an early age. It is vital to create specific settings at home for the pupils and to prepare the classroom with English language materials. For instance, it is required to bring the English alphabet, which serves as a reminder of the English language, to hang a map of the United Kingdom or the globe, to bring a television for use with different multimedia apps, and to create similar circumstances. Every activity will inevitably bring fruit. Teaching language to primary school pupils is not required; rather, it is based on an engaging activity, and sessions using several successful ways may serve as a foundation for their future understanding. It is crucial to appropriately convey to kids the significance of learning a foreign language in natural settings. This brilliant thinker, Farabi, was also fluent in other different languages and produced works in these languages. This chance enabled academics to study global science and achieve greatness. As our grandfather Ze'ro Navoi said, "He who knows the language - knows the world". 1.2 Methods of teaching foreign languages The effectiveness of teaching method varies from person to person and also from activity to activity. Teaching by making students do, read, listen all have the transfer of information as their goal, but the information is transferred in very different ways in each ease. Each has its benefits. In my own opinion, teaching by letting students do is the method that works best for me. Teaching b\ making students do works because it gives a learner first-hand experience. Other methods are more passive; you are either listening to a conversation or trying to pay attention to words on a page. However, teaching by making students do means actually participating in the activity. Can you imagine teaching how to play a musical instrument from a book? As the saying goes, practice makes perfect. Frankly, I can't think of a way that better ensures one has truly learned than by seeing and doing. In contrast, reading makes learning less easy to visualize. Not only has that, learning b\ reading often required extra research, such as looking up unfamiliar words. Also, you might not be a good reader, or you might be teaching in a second language. If so, you might find it hard to concentrate or become frustrated by the slow pace. So while reading is fun and useful for many people, for others it may not be the best way. Teaching by listening can be enjoyable. Lively debate is interesting, and interesting things are usually easier to learn about. Plus, unlike reading, you can ask questions to check whether students understand or not what you mean. However, as with reading, it is all too easy to become a passive listener and not truly learn anything. If students get bored they might even fall asleep while they are listening. When students are actively participating in something, they are more likely to stay alert. Having students work in groups is another way a teacher can direct a lesson. Collaborating allows students to talk with each other and listen to all points of view in the discussion. It helps students to think in a less personally based way. When this lesson plan is carried out the teacher may be trying to assess the lesson by looking at the students" ability to work as team, leadership skills, or presentation abilities. It is one of the direct instructional methods. A different kind of group work is the discussion. After some preparation and with clearly defined roles as well as interesting topics, discussions may well take up most of the lesson, with the teacher "Science and Education" Scientific Journal September 2020 / Volume 1 Special Issue 2 www.openscience.uz 7 only giving short feedback at the end or even in the following lesson. Discussions can take a variety of forms, e.g. fish bowl discussions. Collaborating is great in that it allows to actively participating in the learning process. These students who learn best this way by being able to relate to the lesson in that they are physically taking part of it in some way. Group projects and discussions are a great way to welcome this type of learning. Learning by teaching (German: LDL) is a widespread method in German), developing by Jean-Pol Martin. The students take the teacher's role and teach their pairs. This method is very effective when done correctly. Having students teach sections of the class as a group or as individuals is a great way to get the students to really study out the topic and understand it so as to leach it to their pairs. By having them participate in the teaching process it also builds self-confidence, self- efficacy, and strengthens students speaking and communication skills. Students will not only learn their given topic, but also, they will gain experience that could be very valuable for life. A lesson plan may be carried out in several ways: questioning, explaining, modeling, collaborating, and demonstrating. Explaining, this form is similar to lecturing. Lecturing is teaching by giving a discourse on a specific subject that is open to the public, usually given in the classroom. This can also be associated with modeling. Modeling is used as a visual aid to learning. Students can visualize an object or problem, then use reasoning and hypothesizing to determine an answer. In your lecture you have the opportunity to tackle two types of learning. Not only can explaining (lecture) help the auditory learner through the speech of the teacher, but if the teacher is to include visuals in the form of overheads or slide shows, his/her lecture can have duality. Although a student might only profit substantially from one form of teaching, all students profit some from the different types of learning. Demonstrations are done to provide an opportunity to learn new exploration and visual learning tasks from a different perspective. A teacher may use experimentations to demonstrate ideas in a science class. A demonstration may be used in the circumstances of proving conclusively a fact, as by reasoning or showing evidence. The uses of storytelling and examples have long since become standard practice in the realm of textual explanation. But while a more narrative style of information presentation is clearly a preferred practice in writing, judging by its prolificacy, this practice sometimes becomes one of the more ignored aspects of lecture. Lectures, especially in a collegiate environment, often become a setting more geared towards factorial presentation than a setting for narrative or cognitive "Science and Education" Scientific Journal September 2020 / Volume 1 Special Issue 2 www.openscience.uz 8 learning. The use ol' examples and storytelling likely allows for better understanding but also greater individual ability to relate to the information presented. Furthermore, storytelling in information presentation may also reinforce memory retention because it provides connections between factorial presentation and real-world examples, personable experience, thus, putting things into a clearer perspective and allowing for increased neural representation in the brain. Visuals that are bright in color offer a way to students to put into perspective the numbers or stats that are being used. If the student cannot only hear but see what's being taught, it is more likely they will believe and fully grasp what is being taught. It allows another way for the student to relate to the material. Code switching, that is changing between languages at some point in a sentence or utterance, is a commonly used communication strategy among language learners and bilinguals. While traditional methods of formal instruction often discourage code switching, students, especially those placed in a language immersion situation, often use. If viewed as a learning strategy wherein the student uses the target language as much as possible but reverts to their native language for any element of an utterance that they are unable to produce in the target language. Then it has the advantages that it encourages fluency development and motivation and a sense of accomplishment by enabling the student to discuss topics of interest to him or her early in the learning process - before requisite vocabulary has been memorized. It is particularly effective for students whose native language is English, due to the high probability of a simple English word or short phrase being understood by the conversational partner. Blended learning combines face-to-face teaching with distance education, frequently electronic, either computer-based or web-based. It has been a major growth point in the ELT (English Language Teaching) industry over the last ten years. Some people, though, use the phrase "Blended learning"" to refer to learning taking place while the focus is on other activities. For example, playing a card game that requires calling for cards may allow blended learning of numbers (1-10). When talking about language skills, the four basic ones are: listening, speaking, reading, and writing. However, other, more socially-based skills have been identified more recently such as summarizing, describing, narrating etc. In addition, more general learning skills such as study skills and learning how one learns have been applied to language classrooms. In the 1970s and 1980s the four basic learning skills were generally taught in isolation in a very rigid order, such as listening before speaking. However, since then, it has been recognized that we generally use more than one skill at a time, leading to more integrated exercises. Speaking is a skill that often is underrepresented in the traditional classroom. More recent textbooks stress the importance of students working with other students in pairs and groups, sometimes the entire class. Pair and group work give opportunities for more students to participate more actively. However, supervision of pairs and groups is important to make sure everyone participates as equally as possible. Such activities also provide opportunities for peer teaching where weaker learners can lid support from stronger classmates. Bilingual education has become a trend. No matter we like it or not future educational undertakings will become more international, and exchanges between schools throughout the world will increase. Given this, speaking a common language is important and. To this purpose, bilingual teaching is an inevitable way. In a short, giving an effective lesson teacher must be sure to include all skills: listening, reading, writing, speaking and grammar in her lesson when he/she chooses teaching method. 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