Volume 02 Issue 11-2022
82
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
11
Pages:
82-88
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
Ever -increasing members of English Language Learners in early childhood classrooms have created challenges
for in-
serviсe teachers in the general education settings. Conventional teacher preparation programs tend to lack
a curriculum that focuses on speaking skill teaching and learning from early ages. This article reviews the problems
facing teachers with regard to at the level of research based best practices for ELLs. And gives some possible
methods for teachers effective ways of improving their oral abilities in English language.
KEYWORDS
Learning environment, English Language, education.
INTRODUCTION
Teaching speaking skill to kids of the curriculum
implies selecting the most appropriate or suitable
techniques in the classrooms that follows the
guidelines of a carefully selected method and of
course of carefully selected experienced teacher. The
main concern of this article is to analyze different
methods of teaching English Language, especially the
importance of improving speaking skill of preschool
children up to 7 years old. The characteristics of
experimental program is to compare the alternative
approaches of methodologists from different
backgrounds and identify which one of them can be
much more practical in our domestic educational
Research Article
CREATING LEARNING ENVIRONMENT AND EVALUATING STUDENTS IN
TEACHING ENGLISH
Submission Date:
November 05, 2022,
Accepted Date:
November 15, 2022,
Published Date:
November 30, 2022
Crossref doi:
https://doi.org/10.37547/ijll/Volume02Issue11-13
Nematilloyeva Ferangiz Muxammadiy Qizi
Bukhara State Medical Institute Teacher Of English Language Department, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 02 Issue 11-2022
83
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
11
Pages:
82-88
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
institutions. The program is based on the methodology
by highlighting the works of well-known authors such
as Piaget and Vygotsky , Jo Blackmore “Learn English
Kids Team” , Valentina Kartasheva , Sally Trowbridge
“ Kids and speaking” Moh. Nur Arifin “Teaching
Speaking Skills in the Young Learners’ Classroom”.
In relation to preschool stage is as an initial stage
of formation of the personality of any person. This
principle characterizes a positive attitude towards
speaking in English language. Young ELLs are already
developmentally in a position of challenge. They have
typical issues include being literal, not fully
understanding logic , being egocentric, and being
concrete learners (Piaget,1962) .
The overview is based on the observations of
the mentioned authors possible methods and their
practical usage was experimented in English tutorials
of the local governmental and nongovernmental
kindergartens №22 and №61.
Some people are not sure whether it is right for their
children to start learning a foreign language at such an
early age (3-7) and some believe that there will be
imposing too much on them by asking them to do so,
but this is wrong. It is already scientifically proven that
children at this age actually have strong potential to
acquire almost an infinite number of new information,
especially when second language learning is
concerned. Moreover, it has been proven that children
who learn a second language at a very early age
(compared to those who do not), have more active
brain spheres and later have fewer difficulties in school
subjects other than English. In this period of age,
however, they have no clue about dealing with such
sophisticated universal subjects when it comes to
reading, listening and writing sections whereas
speaking ability can be exception. (Valentina
Kartasheva/ Social and Behavioral Sciences, 2015)
By the way, of we can say that improving their speaking
skill by teaching those particular expressions and
phrases is much more effective rather than explaining
grammatical structures. That is because they are more
likely to encounter with some difficulties in terms of
comprehending and learning grammatical rules.
Today two other researchers (Piaget and Vygotsky)
still influence the view on child and language
development in preschool in many countries (Brodin,
Hollerer, Renblad, & Stancheva-Popkostadinova, 2015).
Piaget stressed the importance of sensations and
experiences with focus on cognitive models and the
mental structures driven by an inherited capacity while
Vygotsky focused on learning and the zoon of proximal
development (ZPD). He highlighted the importance of
social-cultural contexts and stressed that adults played
a supportive role in social interaction. However, in a
dissertation on children with severe intellectual
disabilities Brodin already in 1991 showed that both
models were needed as complements to explain
communication and communication development in
these children.
Speaking and listening are very much
interrelated. With listening, learners need vocabulary,
grammar and pronunciation knowledge to negotiate
the meaning of someone’s
message. Whereas with
speaking skills, learners need to actively produce the
language themselves to share their message with
others.
Listening develops before speaking. Children have to
understand language in order to acquire it and only
then will they try
to produce it. They call this ‘the
primacy of listening’ (Heidegger 1962 p.204). Although,
Volume 02 Issue 11-2022
84
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
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11
Pages:
82-88
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
mostly within very yong learners (children up to 4 yrs),
the various skills seem to develop in parallel. The
younger your learners are, the more similar the process
of L1 and L2 are.
For both listening and speaking, meaningfulness is key.
It’s all about the meaningful, relatable outcome of the
task and the authenticity of the activity.
Storytelling. According to Emma Prestley ( How to
develop speaking skill children) Storytelling is one of
the richest and most motivating ways to bring
speaking into the class. Many childrens stories use the
device of repeated phrases or words that build toward
a climax in the narrative arc. Lots of rhythm, rhyme,
repetition and images help children enjoy producing
the sounds and words while relating them to what they
can see. Courage, friendship, identity, family, loss/grief,
growing up, anger, suffering, jealousy and love are
some of the most common themes in children's
literature and with good reason as it touches on the
familiar and personalised.
Now we must add one more aspect to all those
previously mentioned, and that is affectivity. Although
this aspect not only affects, or should affect, small
children, it is especially relevant in this stage because
of the special situation and characteristics children
possess at this age. The topic of affectivity is not a new
one; starting in the seventies, researchers began to
consider it when carrying out the development of their
educational plans. Therefore, methods such as
Suggestopedia, The Silent
Beatriz Rodrнguez y Raquel Varela Models of Teaching
Foreign Languages to Young Children
172 Didбctica (Lengua y Literatura)
2004, vol. 16 163-175
Way, Community Language Learning, Total Physical
Response, Communicative
Approach or Natural Approach not only contemplated
the affective aspect of teaching languages but it was
also the centre of their research as described by
authors like
Gattegno (1972), Curran (1976), Asher (1977), Lozanov
(1978), Larsen-Freeman
(1986, 1987), Richards and Rodgers (1986), Stevick
(1976, 1980, 1990, 1996, 1998).
In order for children to develop their speaking
adaptness in non-native languages I come across with
various techniques while I was taking my internship in
several kindergartens. I made sure of those methods
only following strategies were even more productive:
1.
Picture therapy.
Children need a visual language and pictures have
psychological iwith words enable children to explore
world within their imagination .
a) we can teach new vocabulary by showing pictures
flashcards or other visuals b) they try to speak about
what they see in the particular pictures c) they
themselves try to draw something and afterwards
they describe their production to the audience orally.
Free colouring pages and worksheets with numbers
or alphabet letters , connecting dots, animals ,
seasons, different sport activities in coloring pages.
Pictures convey the meaning which help children
understand even if they can not , their multi sensory
experience help to improve childrens’ imagination
and creativity they embed new words into their minds.
Volume 02 Issue 11-2022
85
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
02
I
SSUE
11
Pages:
82-88
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
OCLC
–
1121105677
METADATA
IF
–
5.914
Publisher:
Oscar Publishing Services
Servi
2.
Total Physical Response .
TPR imperatives in teaching English as a second
language learning in kindergarten or ELL environment
are seen as important second language learning
method ( according to British linguists’ approach) .
TPR is one of the most important teaching approaches
which can be adapted to a various number of teaching
situations and children really have fun doing it. It helps
to practice vocabulary connected with actions ,
imperatives and instructions, classroom language and
even storytelling. It can be combined by with
technique of singing, English songs and nursery
rhymes for pre-schoolers should be included in almost
every theme. We can ask learners to join in with just
part of the song or chant at first and then gradually
build up to the whole thing .
3.
Speaking in small groups or pairs.
According to Sally Trowbridge children , including very
young learners , can work in pairs or small groups to
maximize their speaking time in class. When learners
work in pairs or small groups the teacher is able to
monitor, move around the class and listen to the
language being produced. We can give learners a spot
the difference information gap to do in pairs. Give each
learner a picture. The pictures should be almost the
same with two or three elements missing from each
picture. Without showing each other they should
describe their pictures. They will practice colors,
prepositions of place and adjectives such as big and
small.
CONCLUSION
The process of developing the speaking ability of
young learners is time consuming and arduous.
Experimental program conducted is a well-balanced
system of teaching techniques and assignments based
on the child-centred approach, the methodology of
communicative language teaching and integrating in
the process of teaching different kinds of children’s
activities. Especially the methods which are mentioned
above are much more productive in our country.
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