38
PROBLEMS ARISINNG IN THE PROCESS OF FOREIGN
LANGUAGE TEACHING AND THEIR SOLUTIONS
Karimova Irodaxon Sherzodbek qizi
UzSWLU, Foreign language and literature
faculty 1st stage student, Scientific
supervisor:
Nishonbekova Saida
Annotation:
Teaching a language particularly has essentially many unique features. A
leacher helps, facilitates, and encourages students to specially have enthusiasm, for all
intents and purposes proper attitude, and motivation by means of paying interest to
their language abilities in a subtle way.
Key words:
Problems with language learning, English Language Teaching,
Educational technologies. challenges. Solutions.
The problem of early English language teaching in foreign language education is
covered in the article. One of the most important tasks of the modern foreign language
teachers is to implement effective methods of teaching foreign languages in pre-school
children, to raise students' interest in learning the language, enrich the content of
education and modernization of the educational process in preschool as a whole.
Difficulties of foreign language teacher, psychological and linguistic characteristics of
students, and exercises for language skills development of preschool age children are
considered by the authors. There has been an increase in the number of English
learners. The necessity of foreign language mastering became obvious to everyone.
The age of learners has changed. Today's parents want to teach their children a foreign
language as soon as possible, because the teaching techniques are mainly aimed at
children. The most favorable period for the type of activity is the pre- school age. The
age at which a child can start learning a foreign language is decreasing. As a rule, a
fore-year-old child is considered to be already well prepared for classes, some parents
set up their three- year-old children in the groups for learning English. It is necessary
to consider the appropriate age for studying foreign language in order to make the
39
process more effective. There is a chance of learning foreign language speech at an
early age. The child learns how to speak a foreign language in a few months but he
cannot be accustomed to a few years. The most favored age for mastering a foreign
language is the age period from 4 to 8 years, as well as a certain independence of the
mechanism of action of hereditary factors related to belonging to a particular nation.
This ability is fading with age. A number of difficulties are involved in teaching a
second foreign language in older children. The ability to master foreign
language speech by children is possible due to the fact that they have a more flexible
and rapid storing of linguistic material. The game, which is the main activity for
children of pre-school age, allows to make any language unit valuable. The age that is
appropriate to
begin learning a foreign language is
important. According to the author of a textbook, the best time to start learning a foreign
language is at the age of five. It is possible to teach four-year-old children, but it is not
productive. The four-year-old children don't learn the material very quickly. They
change their attention from one object to another. The sense of humor is important in
foreign language teaching and it is difficult for children who don't attend kindergarten
to have it. The four-year-old children have not mastered their native language, they
have not developed the ability to communicate, and the regulating function of speech
and inner speech has not formed yet. The foreign language teaching of pre-school
children will not be effective if the role-playing game is not effective. According to the
author of the book Z.Ya., there is an experimental confirmation of whether to start
teaching a foreign language at the age of four. Futerman compares the progress of two
groups of children, one at four years old and the other at five years old. Four-year-old
children lag behind five- year-old children in the first year, but in the second year
progress was slower, which allowed the teacher to conclude that there is some negative
impact of early learning foreign language. It is extremely difficult for the children of
three to master a foreign language in a more or less conscious training. A child is
learning to speak in their native language at a young age, while infants are learning to
speak in dialogue. The vocabulary of the child up to three years is enriched almost
exclusively by the accumulation of certain words and only after three years begins to
40
grow rapidly due to the mastering of the laws of word and word formation. The teacher
sets the objectives and tasks for the work. According to I.L.Sholpo, the main objectives
in teaching preschool children a foreign language are: the formation of children's
primary communication skills in a foreign language, the ability to use a foreign
language in order to achieve its objectives, and the expression of thoughts and feelings
arising. Group content is an important issue for teachers. It's Z. Ya. Futerman, speaking
of foreign language classes in a kindergarten, insists on working with the entire group,
citing the fact that children are accustomed to each other, as well as more efficient mass
games in the learning process. The experiment was made by the teacher, but it didn't
show an increase in efficiency at lessons. According to I.L.Sholpo, if the speech is
going about other structures, where unfamiliar children are united, it is possible that
kindergarten children's habits to each other are so strong, that is decisive factor.
According to I.L.Sholpo, it's possible to organize corporate activity in a group of not
more than 8 learners. Taking into account the fact that children are often sick in winter
time and miss classes, one may gather till 10 learners in a group. The next issue is
duration and frequencies of lessons. It's Z.Ya. According to Futerman, lessons for five
and six year old children should not last more than twenty minutes. I.L.Sholpo
considers that his results are connected with previous condition, which means that a
teacher and children can study longer. The experience of work of E.I.Negnevitskaya
and I.L.Sholpo in groups of 5 to 15 years old, and in a group of 7 to 10 years old, shows
that in such quantity of children. Futerman states well. It is important to change type
of activity in every five minutes, transferring from mobile game to conversation around
table, then to dance, and training, and finally singing a song and etc. According to
I.L.Sholpo, there is a usual amount of lessons twice or three times a week. Children
have time to forget training material that hasn't been consolidated during several days
of lessons that are once a week. L.C.Vygotskii and D.B.Elkonin call the game the
leading type of activity of preschool child, but scientists don't consider a game the most
dominating on child's practice among other types of activities, they simply state that
game helps preschool Even though it was written about children's games, issues of its
theory are so complex that there is no exact classification of games. I.L.Sholpo suggests
41
a way to classify training games, which are used in foreign language lessons with
preschool children. The author divides training games into five different types:
situational, competitive, rhythm musical, and art. Role games are part of situational
ones. When children produce typical, standard dialogue, using it in this or that situation
or improvisational games, demanding the usage and modification of different models,
they are divided into games of reproductive character. An intermediate moment can
occur when an element is included in a reproductive game. The most of the games are
promoted in the competitive ones. The person who masters the best training material
wins the game. There are crosswords, auctions, desktop games, and printing games
with linguistic tasks. The ritmo- musical games include traditional games in the type
of round improving phonetic and communicative skills, but also rhythm-melodological
sides of speech and immersion in spirit of language. The art or creative games are a
type of activity standing on the border of game and art creativity, to which way is laid
with the help of the game. They are divided into dramatic ones, such as small scenes in
English language, graphic games, and application. Word-creative is the selection of a
rhyme, collective composition of signs to commix, collective compositions of small
tales. There is a type of activity on the border of situational improvisational games and
creative dramatic ones that is related to famous tales that have already been played.
There are new characters and remarks in the game turnip, teremok, depending on the
number of players. The ability to communicate in a foreign language involves the
development of the trainees have a certain set of characteristics and personal qualities
that are compatible to mastery of a foreign language and its practical application as a
means of familiarization with different national culture and means of communication
with other cultures. The learner masters attach to a different cultural heritage that
shapes his personality, belonging to a particular linguistic and cultural community and
is also developing its universal consciousness. The formation of the communicative
competence of learners is the reason for the development of ability to communicate in
foreign languages. Since the elementary school is the first step in the general school
system, it is its duty to lay the foundations of the communicative competence that
allows foreign-language communication and interaction of children. The oral speaking
42
can be started with a number and a topic for beginners. The topics could be about a lot
of things. The learners are required to take a number and a topic.
After the teacher calls a number, each learner can think about their topics for a couple
of minutes. The learner says two or three sentences about his or her topic. When the
speaker calls the number, the learner has to ask the speaker questions related to the
topic just spoken about. The questioner calls another number when the question is
answered. After a number of times the speaker calls a new person who will speak about
the topic that he or she was given. The first learner did the same steps as the second
learner. Before the learners speak on a topic, they can work in pairs or groups of three
or four to prepare it. The learners can learn new things from each other. There is an
example of a same or different information gap activity. Each learner is able to describe
pictures to each other. The opponent speaker has to respond to the description
regardless of whether it is the same or different. Changes can be made in practicing this
way. The topics to talk about are given to the learners. They use dictionaries, reference
texts, and reading sources at home. To present to the class, each learner has to choose
a short and interesting article from a newspaper. The main points of the article should
be described by the learner in class. The class should ask the person questions. In junior
classes the material for children is served in the form of a game, fatigue for a child, and
creative tasks. To find the hidden little animals, the kid will have to draw things and
come up with rhyming, paint, and connect the dots. Poems, rhymes and rhyming
proposed for storing, built on words and phrases that have already been explained by
the teacher and learned by the child. At an early age, a child can learn foreign languages.
His memory, intelligence, and observation are improved by it. Work on the
development of speaking skills at an early stage of training and the result of acquired
skills of learners will testify next. Iteducational, gaming, and real communication
situations, it is necessary to establish contact with the partner. To name the person,
objects, animals, and activities with them, to give them quantitative, qualitative and
temporal characteristics in training, gaming and real communication situations. The
emotional evaluation of perceived information can be expressed. Togive directions in
education, gaming and real communication. The next step is preserved all of the basic
43
tasks of the first class, at their decision to enrich the communicative core by learners
mastering new means of communication. Further, the system is carried out previously
acquired knowledge, skills and their further improvement, including the improvement
of pupils' skills as solving communication problems in different situations of
communication, which is important to the ability to be part of a learning process. The
beginning of the selection and organization of educational material is the allocation of
tasks at an early stage of the design of rod training content on the subject. Young
learners should be given as many speaking and listening opportunities as possible. As
they are prepared for various communication situations, their speaking time should
increase. Combining different approaches and using various methods and tools should
give learners plenty of opportunities to take part in communicative situations and help
them internalize certain vocabulary terms. Taking into account the fact that young
learners are natural talkers, teaching speaking skills to young children is relatively easy.
They like to talk and look for opportunities to do so. Children should be allowed to talk
in the classroom in a way that's natural. Children should be taught to talk accurately
and correctly. When children are talking in free speaking activities, no correction
should be done. These activities help children develop their communication skills.
Young learners can achieve major goals in learning speaking skills if they follow the
rules. Good training in speaking at an early stage of studying allows for fruitful work
in communicative activities. The most important fact in learning a foreign language is
being able to communicate. At the early stage of learning foreign languages, good
communication develops more quickly than at the senior stage. Developing speaking
skills of young learners in learning foreign languages is part of the whole study process.
The method of teaching lessons should take into account the age and structure of
linguistic ability of the children and be directed to their development. Lessons of
foreign language must be thought over by the teacher as part of the general development
of the child. When a child masters language with the help of communication, he learns
to make statements with familiar to him models in correspondence with his
communicative demands, which is to say, not only masters separate words and speech
examples, but learns to make statements with familiar to him models in correspondence
44
with his communicative demands Communication in a foreign language needs to be
focused and motivated. The child needs to have a positive psychological attitude
towards foreign speech. It is possible to create a positive motivation by simply playing
a game. Games on lessons should not be repeated. It is necessary to have prevailing
game method and other types of activity in the process of teaching language.
References
1
Futerman Z.Ya.
Foreign languages in kindergarten,
Kiev, 1984, 268
2
Sholpo I.L.
How to teach your preschooler to say in English, textbook on teaching
English for pedagogical universities, colleges and schools in the specialty «Foreign
language teachers in the kindergarten»,
Saint Petersburg, 1999, 345
3
Vygotsky L.S.
Questions of psychology,
1966, № 6, p. 62-76.
4
Toshboyeva, B., and D. Mirzayeva. "INGLIZ VA O ‘ZBEK TILLARIDA INSON
RUHIY
HOLATIGA
OID
MUBOLAG
‘ALASHGAN
FRAZEOLOGIK
BIRLIKLARNING
OKKAZIONAL
TRANFORMATSIYALARINING
OZIGA
XOSLIGI." Science and innovation 1.B6 (2022): 920-924.
