ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
INTEGRATSIYASI
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Samarkand State Institute of Foreign Languages
THE INFLUENCE OF INSTRUCTION ON LEARNING A SECOND LANGUAGE
Jabborov Baxrom Abdurasulovich
Pedagogy, PhD. associate professor, Khujand State University
Faculty of Uzbek Philology
Rakhmatova M.S.
Senior teachers of SamSIFL
Abstract:
Abstract: Teaching English to young learners in elementary school requires a
structured approach that combines engaging activities, effective materials, and strong classroom
management. Since children acquire languages naturally, methods like songs, games, and
interactive media help create an immersive learning environment. By using real-life contexts and
dynamic teaching strategies, educators can foster meaningful language development while
maintaining student engagement.
Keywords:
teaching
and learning of English, English teachers,
young
learners,elementary school, teaching materials, classroom management.
Annotatsiya:
Boshlang‘ich maktabda yosh o‘quvchilarga ingliz tilini o‘rgatish puxta
tuzilgan yondashuvni talab qiladi. Bu yondashuv qiziqarli mashg‘ulotlar, samarali materiallar va
kuchli sinf boshqaruvini o‘z ichiga olishi kerak. Bolalar tillarni tabiiy ravishda
o‘zlashtirganliklari sababli, qo‘shiqlar, o‘yinlar va interaktiv media kabi usullar immersiv
o‘rganish muhitini yaratishda muhim rol o‘ynaydi. Haqiqiy hayotiy kontekstlar va dinamik
o‘qitish strategiyalaridan foydalangan holda, o‘qituvchilar o‘quvchilarning til ko‘nikmalarini
rivojlantirish bilan birga ularning darsga bo‘lgan qiziqishini ham oshirishlari mumkin.
Kalit so‘zlar:
ingliz tilini o‘qitish va o‘rganish, ingliz tili o‘qituvchilari, yosh o‘quvchilar,
boshlang‘ich maktab, o‘qitish materiallari, sinfni boshqarish.
English has become an essential language in today’s world. It is not only valuable for
communication but also plays a significant role in work and education. Learning English is
necessary for interacting and building strong relationships with people from different countries.
Even at an early age, children are introduced to English lessons to familiarize them with a foreign
language that will benefit them in the future. Additionally, English is useful not just for
communicating with people from other countries but also within the same country. For instance,
in business meetings with representatives from different companies, English is often used for
discussions and presentations. As an international language, English is crucial for daily
communication, and many people strive to learn it by mastering essential vocabulary to interact
with others effectively.
Introducing a foreign language to young learners is more effective than teaching it to adults
because children's brains can still utilize the natural mechanisms that help in first language
acquisition. According to Cameron, research has long shown that children learn a second
language more efficiently than adults. This supports the idea of early language instruction, as the
"critical period hypothesis" suggests that young children can acquire a second language more
effectively before puberty due to their brain’s ability to apply first-language learning strategies.
For young learners, developing spoken language skills is crucial. At an early age, children
must learn to pronounce words correctly to communicate clearly. If they can accurately name
objects, others will understand them more easily. Spoken language is not only about articulation
but also about understanding word meanings. As Cameron notes, speaking activities require
extensive support, both in comprehension and production, to be effective.
Cameron further emphasizes that a variety of listening and speaking exercises, such as
using pictures, can enhance language acquisition across different age groups. These activities
should be tailored to students' interests and developmental stages. For example, students might
listen to teacher instructions, respond verbally, or match images with spoken words, among other
interactive exercises.
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Samarkand State Institute of Foreign Languages
Pearson describes young learners as individuals ranging from approximately 3 to 15 years
old, with distinct developmental characteristics. At this stage, children can grasp messages but
may struggle to analyze language. They have limited reading and writing abilities, enjoy
imaginative play, and learn best through engaging activities. Young learners are particularly
drawn to naming objects, defining words, and exploring their environment. Primary-aged
children develop strong oral skills, pronunciation, and intonation when exposed to quality
language models. They also benefit from interactive activities such as role-playing, storytelling,
and dramatic play, as highlighted by Pearson.
According to Marzano and Pickering, high-need students can be categorized into five
groups: passive, aggressive, those with attention problems, perfectionists, and socially inept
students.
Passive students fall into two subcategories: those who fear relationships, often
experiencing depression or social anxiety, and those who fear failure, believing they lack the
necessary skills to succeed academically.
Aggressive students can be further divided into three types:
hostile, oppositional, and
covert
. Hostile students may display criminal behavior, struggle with anger management, show
low empathy, and have low self-esteem. Oppositional students resist authority, frequently argue,
criticize, blame others, and intentionally annoy people. Covert students may seem friendly and
charming but tend to be present when trouble arises while managing to evade consequences.
Students with attention problems are either
hyperactive or inattentive
. Hyperactive
students struggle to remain seated, often interrupt others, and have difficulty waiting their turn.
Inattentive students are easily distracted, fail to focus on details, and rarely listen attentively to
instructions.
Perfectionist students are highly driven to succeed, often aiming for near-impossible
standards. If they fail to meet these expectations, they may become deeply frustrated.
When teaching English to young learners in elementary school, educators must adopt
different approaches compared to teaching adults. English teachers need to understand and apply
theories of language acquisition and classroom management tailored to young learners. In
addition to effective teaching, they should be skilled in designing materials that incorporate
suitable teaching methods, strategies, and techniques.
English is one of the global languages used for communication in international relations
and is widely applied across various fields of knowledge. Brown also points out that English is
not primarily learned to understand or teach American or British cultural values. Instead, it has
evolved into a key tool for global communication in areas such as transportation, commerce,
banking, tourism, technology, diplomacy, and scientific research. Given this reality, it is
reasonable to include English as part of the local content in the elementary school curriculum.
Therefore, it is essential to develop an effective system for teaching English to young
learners (elementary school students) to achieve the best outcomes. Learning English at the
elementary level helps students acquire language skills during their "golden age," a phase when
children can absorb new knowledge effortlessly. These skills can be categorized into linguistic
competence and linguistic performance. According to Chomsky, as cited by Clark and Clark,
linguistic competence refers to an individual's ability to use a language, whereas linguistic
performance is the actual use of that competence in speaking or listening.
Additionally, Brown explains that competence represents a person’s underlying knowledge
of a system, event, or fact—an abstract, non-observable ability. In contrast, performance is the
visible, concrete demonstration of that competence, such as walking, singing, dancing, or
speaking. Teaching English to elementary school students is a well-founded decision,
considering that children in this age group experience a "golden age" and a "critical period,"
during which their brains remain highly adaptable and capable of learning languages with ease.
Language acquisition occurs naturally and subconsciously, whereas language learning
involves consciously understanding grammar and rules. Krashen and Terrell describe acquisition
as “picking up” a language by using it in real-life communication, similar to how children
ILMIY VA PROFESSIONAL TA’LIM JARAYONIDA MULOQOT, FAN VA MADANIYATLAR
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Samarkand State Institute of Foreign Languages
acquire their first language—and often, their second. Research suggests that formal language
learning plays a smaller role in developing communicative skills in a second language than
previously believed.
Considering children's developmental stages and the distinction between acquisition and
learning, English instruction for young learners should prioritize acquisition-based methods. This
means creating an environment where students naturally and interactively develop language
skills rather than focusing solely on structured learning.
In the teaching-learning process, English teachers must be familiar with various language
learning resources for young learners. These resources are not just supplementary materials for
enjoyment but serve as the primary learning materials. They should be integrated into engaging
activities that align with children's everyday experiences. Learning resources should be suitable
for children's abilities, interests, and perspectives. Therefore, ideal English teachers for young
learners are those who are well-versed in English songs and games and can effectively organize
them into engaging lessons. It is essential to differentiate between techniques and resources.
Songs, stories, poems, and games are considered resources.
Topic-based activities. Topic-based activities are usually called The Topic Approach
orTopic-Based Work. The topic-based activities begin with a subject appropriate for the students
and then that subject is designed to involve the students in investigating the topic and using the
language as an integral part andthe core of investigation. The topic approach begins with a
subject that is of relevance and/or interest to the learners and then designs activities for learners
that will involve them in investigating that topic and using language as an integral and central
part of that investigation.
Classroom management and the classroom situation are parts of factors which determine
the success of the teaching-learning process. Good classroom management and a conducive
situation will lead to good results of the teaching andlearning process. Classroom management
needs special attention, especially in language classrooms in which the students are expected to
communicate in the target language. Therefore, there must be such a situation available for the
studentsto learn. A good and conducive classroom will help the teachers make a classroom
atmosphere (a classroom situation) which supports the success of the teaching of English to young
learners at the elementary school.
Young learners usually respond well to surroundings which are pleasant and familiar so
that, if possible, on the wall had better be put things like pictures, calendars, posters, and so forth.
Those visual aids should be given captions in orderthat the students could discover the English
word for the objects in the pictures easily. e. Arrangement of the desks and chairs It is suggested
that in the English class the desks and chairs are light so that they are movable and their
arrangement is changeable. The purpose is to have a different classroom atmosphere by changing
the arrangement of the desks and chairs so that the students do not get bored by any static
situation and condition.
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