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Abstract:
This composition discusses the readiness of children to learn and the change
of leading exertion from playing to learning conditioning. Verbal chops were also explai-
ned with the help of different styles in order to attract learner’s attention in the classroom
and in the process of literacy, scientific generalities are formed in youngish scholars.
Key words:
verbal chops, abecedarian academy, inferior academy, open-productive,
new cognitive station.
INTRODUCTION
The conformation of communicative capability is an important task of tutoring
a foreign language. One of its main forming factors is verbal chops- the chops of
correct word operation and word conformation in oral and written speech in agre-
ement with the situation and the pretensions of communication.
In abecedarian academy, the foundation of all chops is laid, including open-pro-
ductive verbal chops. The stronger is the foundation formed by the end of abece-
darian academy, the easier it’ll be to learn latterly on.
According to G.A. Nazarova’s opinion, people’s words in diurnal consumption
have also been in speech development, gaining nebulosity. Consequently, the need
for ultramodern wordbooks is also adding. Therefore, at the original stage, impor-
tant attention is paid to the study of new vocabulary, children get acquainted with
the names of objects of the material world, their features, as well as the names of
typical conduct. In doing so, they don’t just learn new words, but their forms, con-
notations and controls.
METHODOLOGY
The task of the schoolteacher at this stage is to elect the most effective styles
for learning reproductive and productive chops, grounded on the physiological and
cerebral characteristics of youngish scholars.
Numerous preceptors and psychologists (Elkonin D.B., Vygotsky L.S., Bim I.L.,
Passov E.I., etc.) single out the game as a way to make the literacy process more
effective, especially in abecedarian academy. After all, gaming exertion in a foreign
language assignment not only organizes the process of communication in this lan-
guage, but also brings it as near as possible to natural communication.
In the textbook of our work, we took as a base the periodization age of Elko-
NAZAROVA GULBAKHOR
AZİMJON QİZİ
,
PhD, English teacher,
Uzbekistan State World
Language University
gulbahornazarova3@gmail.com
FEATURES OF
TUTORING VERBAL
CHOPS IN THE
CLASSROOM
https://doi.org/10.47689/STARS.university-pp358-362
STARS International University
359
nin D.B. According to Elkonin’s periodization, the process of child development can
be divided into the ensuing stages preschool nonage (from birth to 6-7 times);
inferior academy age (from 6-7 to 10-11 times old, from the first to the fourth-fifth
grades of the academy);
middle and elderly academy age (from 10-11 to 16-17 times old, from the fifth to
the eleventh grade of the academy).
Each of these ages has its own characteristics, requires its own style of communi-
cation with children, the use of special ways and styles of education and parenting.
We’re interested in the period of primary academy age 6-11 times. It’s this period
that’s characterized by the readiness of children to learn and the change of leading
exertion from playing to learning conditioning. Latterly, learning conditioning will
affect the nature of the child’s work and play conditioning.
In his workshop, D.B Elkonin notes that it’s during this period that children have
an increase in cognitive requirements. D.B Elkonin wrote that in preschool age, the
image orientating game.
First exists in a specific visual form, but also it becomes further and further ge-
neralized, acting in the form of a rule or norm grounded on the conformation of
voluntary gesture.
According to D. B Elkonin, there’s a desire to control himself and his conduct, to
observe the rules in a child. This becomes conspicuous in the changes in the play of
children of this age now the first place is given to the observance of the rules and
regulations of the game.
One of the important changes during this period of nonage is the change in social
relations between the child and the grown-up. A new structure of these relations
emerges at academy. The system “child-grown-up” is discerned.
For the first time the relation “child-schoolteacher” becomes the relation “child-so-
ciety”. The schoolteacher embodies the conditions of society, the academy has a
system of the same norms, the same measures for evaluation. For a while, the child-
ren try to follow easily the conditions of the schoolteacher. But, if the schoolteac-
her himself neglects the rule, also for the children this rule will be violated from the
inside. At this time, the child is veritably sensitive to how the schoolteacher treats
children. This new social situation for the child is nearly connected with the new
commanding exertion of this age period-educational.
During this period, the active physical and psychophysiological develop-
ment of the child takes place, his div and organs begin to grow fleetly, as
a result of a sharp endocrine shift (7 times). In resembling with this, the work
of the brain of a youngish pupil is being bettered. And, although by the age
of 7 the cerebral cortex of the child is nearly mature, important specific corridor
of the brain responsible for programming, regulating and controlling complex for-
ms of internal exertion haven’t yet completed their conformation (conformation is
completed by 12 times), as a result of which the nonsupervisory and the inhibitory
effect of the cortex on subcritical structures is inadequate. This distinction is easily
expressed in the game.
However, despite of these complications that accompany physiological restruc-
turing (increased fatigue, neuropsychic vulnerability of the child), the physiological
crisis contributes to a more successful adaptation of the child to new school con-
ditions.
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RESULTS
Thus, the central new formations of primary school age are:
1. A qualitatively new level of development of arbitrary regulation of behavior
and activity;
2. Reflection, analysis, internal action plan;
3. Development of a new cognitive attitude to reality;
4. Peer group orientation.
Occasionally youngish learners don’t distinguish and mix letters and words ana-
logous in style or pronunciation, analogous objects. This is due to the age- related
weakness of logical functions during perception. The perception of primary aca-
demy scholars is characterized by pronounced emotionality. First of all, those ob-
jects and their parcels, features that beget a direct emotional response in children
are perceived.
It’s necessary to consider independently the features of development of thinking
of youngish scholars, since these features are important to take into account when
erecting the educational process in a foreign language assignment.
Allowing becomes the dominant function in primary academy age. The develop-
ment of other internal functions depends on the intellect.
During the first three or four times of training, progress in the internal develop-
ment of children can be relatively conspicuous. From the dominance of visual-effe-
ctive and abecedarian tropological thinking, from pre-conceptual thinking, the pupil
rises to verbal-logical thinking at the position of specific generalities. According to
the language of J. Piaget, the morning of this age is associated with the dominance
of pre-operational thinking, and the end with the ascendance of functional thinking
in generalities.
In the process of literacy, scientific generalities are formed in youngish scholars.
Learning the system of scientific generalities makes it possible to talk about the
development of the fundamentals of abstract or theoretical thinking in youngish
scholars.
Theoretical thinking allows the pupil to break problems, fastening not on exter-
nal, visual signs and connections of objects, but on internal, essential parcels and
connections. The development of theoretical thinking depends on how and what
the child is tutored, i.e. on the type of training.
But, as Zimnyaya I.A. notes in her workshop, children of primary academy age
in their statements reveal relatively partly the connections between marvels, don’t
frequently express a particular station to the expressed studies.
And, although they virtually enjoy the basics of constructing theoretical generali-
ties and are ready for theoretical conceptions, in their statements they give further
preference to specific judgments than theoretical bones.
Children don’t frequently follow the sense of the sequence of their studies, which
is reflected in not always harmonious statements. They replace logic with the use
of a ready- made well-conditioned-given rule, although in the process of training
they develop the capability to make their own logic, draw conclusions, and develop
planning thinking.
The own statements of children of primary academy age are frequently egocent-
ric, the construction goes from the particular to the general, the child perceives
himself as the center of the story.
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It’s important to note that along with the conformation of new, advanced forms
of thinking, significant shifts do in the development of all other internal processes,
similar as perception and memory. New forms of allowing come the means of car-
rying out these processes, and the rearmament of memory and perception makes
them more productive.
Memory in primary academy age, under the influence of literacy, develops in two
directions the part and proportion of verbal-logical, semantic memorization is en-
hanced, and the child masters the capability to control his memory and regulate its
instantiations (memorization, reduplication, recall).
Visual-tropological memory is the most advanced and interesting. Children flash
back specific information, events, faces better than delineations and explanations.
Youngish scholars are prone to rote memorization, without understanding the se-
mantic connections within the learned material. Semantic memory comes gradatio-
nally, in percent essay literacy.
The development of memory, thinking, attention in youngish scholars is nearly
related to the development of foreign language capacities, which, in turn, are one
of the main factors that insure the assimilation of a foreign language by children.
This conception, according to A.A. Leontiev, includes a complex of features of the
type of advanced nervous exertion and individual characteristics. These individual
characteristics determine the cerebral processes-disposition and character; indivi-
dual differences in the course of the processes of memory, attention, perception,
imagination, thinking; differences in particular characteristics associated with the
process of communication-forbearance, tautness, and the suchlike.
The main factors of foreign language capacities that can be developed in child-
ren in the process of learning a foreign language are memory, attention and thin-
king. The degree to which these functions are developed in a child depends on the
success of the conformation of chops and capacities of foreign language communi-
cation, the ease and speed of their accession.
CONCLUSION
Primary academy age is the age of ferocious intellectual development. The intel-
lect mediates the development of all other functions, there’s an intellectualization
of all internal processes, their mindfulness and arbitrariness.
When tutoring a foreign language in this age period, it’s important to form scho-
lars’ interest in this new subject for them. This is where learning provocation plays
an important part. The child should want to learn new words, their pronunciation,
spelling, also, at this age, interlinguistic hindrance manifests itself to an extremely
small extent, and the native language doesn’t come a big interference when lear-
ning a foreign language. The process of forgetting in the first time of study doesn’t
yet take effect, since for the child all knowledge about a foreign language is new,
he doesn’t yet have a base with accumulated material.
CONFESSION
All these factors make it possible to make tutoring a foreign language in abe-
cedarian academy more effective and ferocious, for this the use of game ways is
stylish suited they make learning further different, allow all scholars to be involved
in the game and make the course of the assignment more different.
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