Курстық жұмыс «Teaching foreign language in primary school»
Features of teaching foreign language to younger schoolchildren
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Қали Жұлдыз ШТ-405-1
| 1.3 Features of teaching foreign language to younger schoolchildren
Working in primary school, it is necessary to take into account the peculiarities of the physical development of children aged 7-10 years. The development of musculature affects the child's ability to concentrate on a page, line or word, which is necessary for the ability to read. It also affects the ability to hold a pencil or pen, scissors, brush. In order for students to achieve fine motor coordination, as well as coordination between visual perception and mechanical movement, their hands need constant training. Young children cannot sit still for a long time because of a lack of control over the motor muscles. Therefore, it is advisable to give them such tasks during the lesson that would allow children to move around the class (games, songs with movements, dances). Physical activity in the classroom not only helps to make the process of repeated repetition and memorization of educational material more exciting and diverse, but also simply relieve tension, give the opportunity to get up from the desk once again, which is so necessary for young students. At the initial stage of teaching English, the teacher should be guided by the following rules: The principle of communicative orientation: Rule 1 - Situation selection. Rule 2 - Multiplicity and novelty. Rule 3 - Everyone's participation in communication in a foreign language. Rule 4 - Favorable conditions for communication in a foreign language. Rule 5 - Communication of tasks. Since younger schoolchildren still have little experience of communication in a team, and they learn not only to communicate in English, but also to communicate in a team (class), it is envisaged to rely on communication in their native language, awareness of the communicative function of a particular language unit. The implementation of this principle is carried out through a system of cognitive tasks, solving which children "discover" the laws of their native language. On the basis of this awareness, children are introduced to the form and functions of the corresponding units of the English language How can we make each lesson interesting, fascinating and ensure that it develops cognitive interest, creative mental activity of students? It is very important to remember that a foreign language lesson in elementary school should be united by a common theme, but the activities of children in the classroom, just, should be diverse. It is necessary to change the types of work often, but at the same time, each element of the lesson is needed to solve a common task. The success of students in learning a foreign language and their attitude to the subject depends on how interesting the lessons are conducted. The more appropriately the teacher uses various methodological techniques, the more interesting the lessons are, and therefore the material is more firmly assimilated. At the beginning of the training, we not only listen to the lyrics and songs. Foreign language teachers offer students various types of activities, but they focus primarily on passive processing of the information received, enable the brain and speech apparatus to tune in to a completely different linguistic system than the one they are already beginning to get used to. And there is nothing surprising in the fact that a student, having volunteered to be a leader in a game in a foreign language, comes out, is silent and smiles, and the teacher has to speak for him. At this moment, the child's brain is working intensively, the child is trying on this role, his brain adjusts to this function, and after a while he does this work in a whisper, then out loud. It's important not to rush him. During this period, the teacher first speaks instead of the student, then together with him, and only then the student begins to speak himself. This "dumb" period for each student proceeds in its own way. The adaptation period passes, and the return comes, the student begins to reproduce foreign words and phrases with pleasure, he becomes more confident and picks up the pace of speech. Early learning of a foreign language is also important because during this period children have a pronounced ability to imitate: they absolutely accurately reproduce someone else's phonetics. The articulatory apparatus of the child has not yet frozen, and at this time it is not too late to give him the right sounds, like a native speaker. Correct pronunciation is a prerequisite for successful mastery of a foreign language. Therefore, from the very beginning of learning, children develop the skills of understanding foreign language speech by ear and its adequate reproduction. Correct phonetics, in addition to purely linguistic advantages, creates "psychological comfort" for children in another language. The success of mastering a foreign language directly depends on the development of the child in Russian, on the development of her sound culture. The more correctly a child speaks Russian, the easier it is for him to learn the rules of pronunciation. In the lower grades, a foreign language lesson begins with phonetic charging. It is advisable to offer the class a specially selected poem and rhymes in which the necessary sounds are repeated quite often. Much attention should be paid to teaching the lexical side of the speech of younger schoolchildren, since vocabulary is the most important component of speech activity. Students must master the building material for communication and interaction. The teacher's speech is the main source of enriching the lexical stock of students. Speech samples immediately give an idea of how a given word or phrase can be used. Working with the word begins with familiarization. The meaning of a new word is revealed when showing a picture, an object, or when performing an action. Bright, multicolored pictures arouse the interest and attention of students and, by affecting their emotional memory, contribute to a strong mastery of vocabulary. Acquaintance with poetry, with foreign folklore, with musical heritage helps to enrich the methods of teaching foreign languages in primary school, thereby stimulating the interest of schoolchildren in the subject, and to support it throughout all years of study. Poetry plays a huge role as a means of developing children's speech and its components such as breathing, diction, hearing, tempo, the ability to regulate the strength of the voice. Rhyming in a foreign language lesson is a means of activating and setting students up for work, since, made in the form of rhymes or songs, they help to relieve tension and tightness. Poems and rhymes also help to improve memory. Some poems and rhymes bring up moral qualities in children, a culture of behavior, respect for each other, for the people around them, perseverance in overcoming difficulties. It is very important that foreign language lessons are not boring, so you need to use a variety of visual aids and a lot of games. This will make the lesson more interesting for children. The game is always emotions, and where emotions are, there is attention and imagination, thinking works there. After all, the game is feasible for everyone, even weak students, moreover, a poorly prepared child can show ingenuity and resourcefulness, and this is no less important than language skills. Games will help make boring work more interesting and exciting. The main thing in the student—teacher relationship is faith in the strength of children. The child develops only in activity, so in class we compare, prove, argue, analyze. The learning process is a two—way process. And the result of this process largely depends on the position of the child himself, his activity. And combining the activity of the teacher and the child in this process is the most appropriate, leading to an increase in the level of cognitive activity. This is a very difficult job, and here the emphasis should be on an individual approach to each child, especially since a certain part of children have an inadequate perception of a foreign language at this age. Learning a foreign language requires intense mental activity and attention from students. Not all children learn a foreign language easily. There are students who have difficulty mastering pronunciation, intonation of sentences, do not remember the structure of speech samples. This, as a rule, causes dissatisfaction, lack of self-confidence, leads to a weakening of interest in learning a foreign language. Interest in teaching any subject is the driving force that ensures both high quality and the strength of mastering the necessary skills and abilities. Therefore, we, teachers, are looking for ways to increase students' interest in our subject. A number of conditions affect the formation of motivation. The first condition is the level of novelty. Students with a sufficient level of language and speech competence lose interest in repetitive tasks. As for students with poor preparation, they prefer to perform familiar tasks, since their performance allows them to relive positive emotions, which has a beneficial effect on raising the level of motivation. The next condition is the degree of complexity of the task, which is assessed by the student based on the compliance of this task with the abilities, means and time available to him to complete it. The student's self-esteem is of great importance in this regard. The teacher's help allows you to translate a difficult task into the category of easier ones and thereby increase motivation to complete this task. Thus, it is important that the teacher does not stop instilling confidence in his students by providing them with support. Another condition for the development of motivation is the availability of opportunities for students to show independence. Independent work colors students' activities emotionally, thereby contributing to the development of their motivation. The time given to prepare the task is also of great importance. With tight deadlines, lack of time, students get into a stress situation and practically stop working. And finally, another condition is the influence on the formation of motivation of personal example and role behavior of the teacher. As an AI language model, I don't have personal opinions, but here are some features of teaching foreign language to younger schoolchildren: 1. Increased Brain Plasticity: Younger children tend to have more brain plasticity, which means that their brains are more receptive to learning new languages. 2. Enhanced Linguistic Proficiency: Learning a second language at a young age can enhance a child's linguistic proficiency in both their native language and the target language. 3. Cultural Awareness: Learning a foreign language can help children to develop cultural awareness and sensitivity, which is an important skill in today's globalized world. 4. Improved Cognitive Skills: Language learning requires the use of cognitive skills such as memory, attention, and problem-solving. These skills can be improved through exposure to a foreign language. 5. Better Pronunciation: Younger children tend to have better pronunciation when learning a foreign language because they are still developing their speech patterns. 6. Fun and Engaging: Teaching a foreign language to younger children can be fun and engaging, especially when using games, songs, and other interactive activities. 7. Long-term Benefits: Learning a foreign language at a young age can provide long-term benefits such as increased job opportunities, enhanced cultural understanding, and improved cognitive skills. жүктеу/скачать 305,65 Kb. Достарыңызбен бөлісу:
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