99
INNOVATIVE METHODS OF TEACHING ENGLISH TO YOUNG
CHILDREN
Kosimova Dilobar Tursunalievna
Tashkent
State
University
of
Economics
Academic Lyceum
Alibaeva Munisa Rustamalievna
Tashkent State University of Economics
Academic Lyceum
E-mail:
ABSTRACT:
This article is about innovative ways to teach foreign language to young
students. Tips on how to understand various complex terms.
Key words:
Modern methods, innovative methods, clear facts, evidence.
After our country gained independence, great attention has been paid to
learning foreign languages in our country. In particular, the decision of the
President of the Republic of Uzbekistan "On the further improvement of the
system of learning foreign languages" adopted on December 10, 2012, and the
introduction of foreign languages in the first grades of secondary schools from the
2013-2014 school year. the introduction of continuous training is proof of this.
Nowadays, foreign language, especially English, is taught not only to students of
schools, lyceums, colleges and universities, but also to students of M.T.M. and
employees working in various fields. There's a reason for that, of course. Learning
the languages of economically, scientifically, and culturally developed countries is
the main factor in mastering the achievements of world science and development.
Language learning also depends on age periods. According to psychologists,
children learn language faster and easier than adults. The main reasons for this are
the natural tendency of children to learn languages, the fact that they have a strong
ability to imitate, and the fact that children have more time than adults. It should be
noted that 6-7-year-old children do not understand the meaning of information, but
memorize it mechanically. Therefore, it is necessary not to start teaching English
to elementary school students with grammatical concepts. Otherwise, from the first
step of learning a foreign language, it is possible to strain the child and extinguish
his interest. Therefore, teaching a foreign language to young children is very
difficult and responsible. The following methods can be used to teach children
English in a meaningful and interesting way:
100
- to teach by means of songs and poems the letters or combinations that are
difficult to explain or remember, that do not have meaning.
For example, it can be shown that children learn the English alphabet by
singing rather than simply memorizing it.
- games related to mental and physical activities;
- cartoons; While children do not understand the words in the cartoon during
language learning, they try to understand the words they use through the actions of
the cartoon characters. This is an interesting and effective way for children to learn
the language.
- role play, the teacher should role-play or play it to children while teaching
some information, for example, the names of animals or birds. For example: if one
student shows howling of a dog and meowing of a cat, another student needs to
find out which animal these sounds belong to and say its English name.
- subject environment; if the teacher can create that environment depending
on the subject, children will learn the language better. For example: traveling,
birthday, in the kitchen, etc. On the topic of traveling, the teacher organizes a trip,
information about the importance of traveling (foot, bicycle, automobile, train,
boat, airplane), where to travel (Tashkent, Samarkand, Bukhara, England, USA)
will give. This hoi strengthens students' vocabulary, language abilities, and
expands their worldview.
- riddles; children have a strong interest in finding answers to riddles.
Therefore, when the teacher says the riddle in English or Uzbek, he should ask the
children to say the answer in English. Then children learn words quickly.
- practical training (tasting fruits and other foods, smelling flowers); This
sentence can be explained by the thoughts of a practicing psychologist: "A teacher
who wants something to be firmly fixed in the children's memory should use as
many of the child's sensory organs as possible: eyes, ears, sound organs, muscle
sensations, and even if if possible, he should try to involve the organs of smell and
taste in the process of remembering". For example: when a teacher tastes an apple,
its color is red or green, He should give information about the smell of sweet
(tasty) or sour (), fragrant () and feed the fruits to other students and ask them to
give information about that fruit in English. it also helps in their further learning. If
the teacher asks the students the English name of the colors, the child immediately
remembers the time when he ate the fruit, he quickly remembers that it is red-red,
101
green-green. So, using such a method helps the student's information in the long-
term memory ensures that it remains.
- through gestures, facial expressions; When the teacher says something to the
child or gives an order, for example, it is understandable to the child if he uses
gestures in sentences such as come here, open the book, stand up, look at the
blackboard. . - through visual aids, posters, books; - writing on things that are
visible and often used in everyday life. For example: writing on a door, book,
table, blackboard, window, etc. Since such things are always visible and often used
in practice, the child learns these words involuntarily.
- through news; We know that children are curious. They quickly get bored
with the sameness. Therefore, it is necessary to teach them not always using the
same methods, but to change and update such methods. Otherwise, children will
understand how the teacher will teach and prepare for it. Teaching with innovative
methods raises children's aspirations.
CONCLUSION
In conclusion, language teaching to young children should be conducted as an
interesting activity, not as a duty, and learning using several effective methods can
serve as a foundation for their future knowledge. It is necessary to explain to
children how important it is to learn foreign languages through natural conditions.
For example, the great thinker Abu Nasr Farabi knew many foreign languages
perfectly, was able to speak them easily and created in them. Such an opportunity
motivated scholars to study world science and do great things. After all, as our
grandfather Navoi said, "He who knows the language knows the world."
REFERENCES
1.
Юлдашева, Д. А. Kichik yoshdagl bolalarga ingfiz tilini o'rgatishning
innovatsion usullari.
2.
Д. А. Юлдашева. — Текст : непосредственный // Молодой ученый. —
2017.
—
№
4.2
(138.2).
—
С.
60-61.
—
URL:
https://moluch.ru/archive/138/39159/ (дата обращения: 24.05.2022).
3.
Авилова H. С. Вид глагола и семантика глагольного слова. – М.: Наука,
1976. – 326 с.
4.
Адмони В. Г. Основы теории грамматики: Л.: Наука, 1964. – 108 с.
5.
Адмони В. Г. Грамматический строй как система построения и общая
теория грамматики – Л.: Наука, 1988. – 239 с.
6.
Бочарова
М.
Н.
Функционально-семантические
категории
темпоральности и аспектуальности в русском и французском языках (на
102
материале претериальных форм глагола). – Дис. канд. филол. наук:
10.02.01, 10.02.05: Волгоград, 2004. 198 с.
7.
Гак В. Языковые преобразования. М., 1998. С. 25;
8.
Арутюнова Н. Д. Предложение и его смысл: Логико-семантические
проблемы. – М., Наука, 1976. –383 с.
9.
Балли Ш. Общая лингвистика и вопросы французского языка: пер. с 3-его
франц. издания – М.: Изд-во иностр. лит., 1955. – 416 с.
10.
Бондарко А.В. Вид и время русского глагола (значение и
употребление). – М.: Просвещение, 1971. – 239 с.
11.
Tulanov S.X. “NOUNS WITH TENSE SEMANTICS IN FRENCH AND
RUSSIAN”
GALAXY
INTERNATIONAL
INTERDISCIPLINARY
RESEARCH JOURNAL (GIIRJ) ISSN (E): 2347-6915 Vol. 10, Issue 11, Nov.
(2022) 1002-1007 page.
12.
Tulanov S.X. “INCONTROLABLE AND TEMPORALITY IN RUSSIAN
AND FRENCH” GALAXY INTERNATIONAL INTERDISCIPLINARY
RESEARCH JOURNAL (GIIRJ) ISSN (E): 2347-6915 Vol. 10, Issue 11, Nov.
(2022) 996-1001 page.
13.
Ahrorova R.U. (2021). Semantic Analysis Of Phraseological Units
Representing “Youth” In French And Uzbek Languages.Theoretical &
Applied Science, (7), 122-126.
14.
Ahrorova R.U. (2020). Semantic Analysis Of Phraseological Units
Representing Age Periods In French And Uzbek Languages.Theoretical &
Applied Science, (3), 186-189.
15.
Акбарова. Ўзбек адабиётшунослигида таъсир масаласи. Economie and
Innovation. Volume 30. Page 71-75
