МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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The challenges in primary schools pupils have during second language
acquisition process .
The Teacher of History and Philology Department
Khamroeva Sanobar Hasan qizi
Asia International University
Bukhara, Uzbekistan
Email:hamroyevabuxduinyaz@gmail.com
Annotation:
This article discusses about the challenges pupils in primary
schools have when learning English in educational settings. It explores the ways of
solving them and giving motivation to pupils and it’s effective sides for teaching.
The author presents arguments supporting the process,
overview
real-world
language use in curricula and highlights the impact of it for overall academic
success. Additionally, the article acknowledges potential challenges and offers
suggestions for overcoming them. Overall, it advocates for the significance of
language instruction that refers to an approach in language teaching and learning
that prioritizes the communication of meaning over the explicit focus on learning
process of pupils at primary school that refers to an approach in language teaching
and learning that emphasizes the explicit focus on linguistic forms such as grammar,
vocabulary, pronunciation, and syntax.
Keywords
: Cognitive and Linguistic Development, Limited Memory Span,
Cultural Differences, Teacher Challenges, Individual Learning Pace, CLT and
TBLT.
INTRODUCTION
Elementary students face a unique set of challenges when learning English,
often stemming from their developmental stage and limited exposure to the language
: Young learners have a smaller vocabulary in their native language, making it harder
to understand and express themselves in English. Mastering English sounds and
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pronunciation can be challenging, especially if it differs significantly from their
native language. Remembering new words and grammatical structures can be
difficult for young learners with shorter attention spans. Many elementary students
lack real-world exposure to English outside the classroom, limiting their ability to
apply what they learn. Understanding cultural nuances, idioms, and slang can be
confusing for young learners who haven't been exposed to them. Maintaining focus
for extended periods can be difficult, especially when dealing with new and
unfamiliar concepts. Children often prefer play-based learning, making traditional
grammar exercises less engaging. Young learners may be hesitant to speak English,
fearing judgment or embarrassment. Students learn in different ways; some are
visual learners, others auditory, and others kinesthetic. Adapting to each learning
style can be challenging. Not all students learn at the same pace, requiring
differentiated instruction and individualized support. Maintaining students' interest
and keeping them actively involved requires creative and interactive teaching
methods. Meeting the needs of all students, including those with learning disabilities
or special needs, requires careful planning and individualized instruction.
Communicating effectively with students who have limited English proficiency can
pose challenges for teachers. Foster a classroom where mistakes are seen as
opportunities for learning, and students feel comfortable taking risks. By addressing
these challenges, teachers can create a positive and effective learning environment
that helps elementary students develop a strong future foundation in English .
Background Information
Teaching English in rural areas presents another hurdle for English
language teachers. Furthermore, this present study attempted to analyze the
challenges of teaching English for young learners in Indonesian rural area. This
study employed qualitative methodology and case study was used as a research
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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design. Then, in this study, purposive sampling was adopted to select the
participants. Furthermore, three elementary English teachers were participated as the
participants in this study. In addition, the data were collected through semi-
structured interview. Then, to validate the data this study used credibility,
transferability, dependability, and confirmability. Furthermore, thematic analysis
was used to analyse the data. This study discovered that there were five main
challenges of teaching English in rural areas which were the status of English in
curriculum, lack of qualified English teacher, insufficient of educational facilities,
students’ negative attitudes toward English and students’ socio-economic
background. Additionnally, the implications of this study was provided valuable
information for further research and can be helpful to school's stakeholders to
increase the quality of the education in the English language learning process,
especially at the primary level of education. In this era of globalization, the English
language is now extensively spoken throughout the world. The English language
becomes the most spoken language around the world with 1,3 billion English users
.
SLA stands for Second Language Acquisition, which refers to the process
through which people learn a language in addition to their native language(s). It's a
complex and dynamic process influenced by various factors such as age, motivation,
exposure, and individual learning strategies. SLA typically involves several stages,
including the initial exposure to the language, the development of basic language
skills such as vocabulary and grammar, and the eventual attainment of fluency and
proficiency. Input, or exposure to the language, plays a crucial role in SLA. This can
come from various sources such as conversations, reading materials, media, and
language classes. Interaction with native speakers and other learners also facilitates
language acquisition by providing opportunities for meaningful communication.
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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Every learner is unique, and factors such as age, aptitude, personality, and prior
language learning experience can influence the rate and success of SLA. For
example, younger learners often acquire languages more easily and quickly than
adults, while motivation and learning strategies can significantly impact progress.
Researchers have proposed various theoretical models to explain SLA, including
behaviorist theories, which focus on imitation and reinforcement, cognitive theories,
which emphasize the role of mental processes such as memory and problem-solving,
and sociocultural theories, which highlight the importance of social interaction and
cultural context in language learning. Learning and teaching second language
acquisition. Lack of motivation and self-confidence, fear, hesitation, and limited
vocabulary are some of the challenges faced by ESL learners. Hence, it is vital to
determine the technology intervention used in teaching and developing speaking
skills among these learners based on previous study. Addressing these challenges
requires a multi-faceted approach:
1.
Creating a fun and supportive learning environment
2.
Using engaging and interactive teaching methods
3.
Focusing on practical communication
4.
Providing individualized support
5.
Building on prior knowledge
Creating a fun and supportive learning environment for elementary students
learning English is crucial for their success and enjoyment. Here are some strategies:
1. Build a Positive and Welcoming Atmosphere:
• Humor and Laughter: Incorporate humor into lessons and create a lighthearted
atmosphere where students feel comfortable making mistakes.
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Engaging and interactive teaching methods are key to keeping elementary
students motivated and actively involved in learning English. Here are some ideas
to spark their curiosity and make learning fun:
1. Games and Activities:
• Vocabulary UnlimBoto: Create bingo cards with pictures or words. Call out
words, and students mark them off. The first to get a bingo wins!
• Charades: Students act out words or phrases, and others guess. This
encourages nonverbal communication and vocabulary development.
• Simon Says: A classic game that reinforces listening comprehension and
following instructions.
• Storytelling with Props: Use puppets, stuffed animals, or other props to create
stories and practice dialogue.
• Treasure Hunts: Hide clues around the classroom that lead to a prize, with
instructions written in English.
2. Technology and Interactive Tools:
• Educational Apps and Games: Use apps like Duolingo, Quizlet, and
ABCmouse to provide interactive and engaging activities.
• Interactive Whiteboards: Engage students with interactive whiteboard games,
videos, and animations.
• Online Storytelling: Explore online platforms like YouTube Kids for
educational videos and songs in English.
3. Songs and Music:
• Sing-along Time: Play popular children's songs in English and encourage
students to sing along.
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• Action Songs: Use songs with actions like "Head, Shoulders, Knees, and
Toes" or "The Wheels on the Bus" to reinforce vocabulary and movement.
• Create Your Own Songs: Work with students to compose simple songs about
everyday topics or classroom themes.
4. Role-playing and Drama:
• Classroom Store: Set up a pretend store where students can buy and sell items,
practicing their vocabulary and negotiation skills.
• Family Dinner: Role-play a family dinner scenario, with students taking on
different roles and using conversational English.
• Storytelling and Acting: Have students act out short stories or scenes from
books, practicing dialogue and expression.
5. Visual Aids and Multi-Sensory Learning:
• Flashcards and Picture Dictionaries: Use colorful visuals to introduce
vocabulary, making learning more memorable.
• Storytelling with Pictures: Show pictures and ask students to tell a story,
practicing their narrative skills.
• Hands-on Activities: Engage students in drawing, coloring, or crafting
activities that relate to the lesson.
2. Make Learning Interactive and Engaging:
• Games and Activities: Use games like "Simon Says," "UnlimBoto," and
"Charades" to reinforce vocabulary and grammar in a playful way.
• Role-playing: Create scenarios where students can practice dialogues and
conversations in real-life situations.
МЕДИЦИНА, ПЕДАГОГИКА И ТЕХНОЛОГИЯ:
ТЕОРИЯ И ПРАКТИКА
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• Hands-on Learning: Incorporate activities like drawing, crafting, and cooking
to engage multiple learning styles.
3. Use Visual Aids and Multi-Sensory Learning:
• Flashcards: Use colorful flashcards to introduce new vocabulary and
concepts.
• Posters and Charts: Display posters and charts with key vocabulary words and
grammar rules.
• Videos and Songs: Play age-appropriate videos and songs to introduce
language in a fun and memorable way.
4. Encourage Collaboration and Peer Learning:
• Pair Work and Group Activities: Facilitate opportunities for students to learn
from and support each other.
• Language Buddies: Pair students with different language levels to practice
speaking and listening. By creating a fun, supportive, and interactive learning
environment, every teacher can empower elementary students to embrace the
challenge of learning English with enthusiasm and confidence.
A number of challenges emerged as affecting large numbers of teachers in
different educational contexts, namely, teaching speaking, motivation,
differentiating learning, teaching large classes, discipline, teaching writing, and
teaching grammar. Importantly, some of these challenges have not been highlighted
in the literature on young learner teaching to date. Other challenges are more
localised, such as developing teachers' English competence. The article argues that
teacher education should focus less on introducing teachers to general approaches to
English language teaching and more on supporting teachers to meet the challenges
that they have identified.
As we have noted, more and more children are learning
English from an early age, and research in the area has begun to grow. Very often,
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such research is based on methods used with adults .
Pinter and Zandian’s (ibid.)
groundbreaking work suggests the need to introduce ‘child perspectives’ into
research, shifting the focus to children’s concerns and agendas (op.cit.: 65) and
seeing them as ‘co-researchers’, acknowledging that children are ‘capable of
providing useful and reliable insights into their own lives’ as well as being
‘resourceful and knowledgeable, especially concerning their own experiences’
(op.cit.: 66). Child-centred researchers such as Pinter and Zandian (op.cit.)
and
suggest using participatory activities such as drawings,
photographs, music, and storytelling for data collection. A number of innovative
approaches can be found in this Special Issue. For example Jin, Liang, Jiang, Zhang,
Yuan, and Xie (p. 286) elicited metaphors from children as a way of understanding
their motivations for learning English, while López-Gopar (p. 310) used
multimodalities and narratives to research the introduction of children’s indigenous
languages into the English classroom. One consequence of early language learning
policies is the shortage of primary school teachers with an English specialism. As a
result, homeroom teachers, who may only speak limited English, are often required
to take English lessons. Alternatively, English teachers from higher levels such as
secondary school, or ‘native’ English teachers, who often work peripatetically, have
, for example, describes how the Chinese government has
attempted to address the shortage by recommending the following measures:
primary school teachers of other subjects who had some English background
should be trained to teach English;
English teachers should teach across a number of schools;
retired English teachers from both primary and secondary schools should be
employed; and
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class advisors or teachers of other subjects should be used to organize students
for activities such as watching English videos or listening to cassettes.
However, none of these groups of teachers is fully and appropriately trained
(i.e. trained to teach primary level or trained to teach English or both), a situation
that is common in many contexts
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