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ISSN:3030-3613
MODERN METHODS OF TEACHING FOREIGN LANGUAGES
Pulatova Moxigulxon Ilxomjon qizi
Student of Andijan state foreign language institute
Supervisor; Egamberdiyeva Irodaxon
Teacher of Andijan state foreign language institute
Annotation
: This article discusses how to effectively conduct the process of
teaching foreign languages, particularly in preschool and primary education, using
modern technologies and engaging, simple methods that are suitable for children. It
also highlights the methodological tools currently applied in our country to improve
the quality of education.
Keywords:
preschool education, primary education, method, methodology,
game, modern technology, foreign languages.
It is well known that language proficiency has become a requirement of our time.
Regardless of one’s profession—be it a teacher, architect, doctor, or entrepreneur—
knowledge of foreign languages is becoming essential in every field. In particular,
English, which is becoming a global language, can be seen in almost every aspect of
life. There are several reasons for this. For instance, almost all programming languages
and applications of computers, phones, and other technologies are created in English.
Moreover, a large number of official documents are conducted in English around the
world.
Therefore, in our country, many reforms have been implemented in the field of
education, especially in foreign language teaching, and they are yielding positive
results. Previously, English was taught from the 5th grade, but now it is taught not only
from primary school but even in preschool institutions—i.e., in kindergartens—
through games, making it more engaging for young children. As a proverb in our
culture says, "Knowledge gained in youth is like a pattern engraved on stone."
Preschool and primary school students have strong memory capabilities. This is the
exact period when they are most receptive to information, and what they learn at this
stage remains with them for life.
However, in teaching younger children, the teacher's methodology and approach
play a crucial role. The teacher must be able to engage the student and teach in an
accessible way. Since young children tend to have short attention spans, keeping them
focused can be challenging. Therefore, educators and teachers need to use the
following methods:
T A D Q I Q O T L A R
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WORKING THROUGH VISUAL AIDS, POSTERS, AND BOOKS
In rural areas, primary school students often grow up far from an English-
speaking environment, and their thinking remains abstract. Their learning process is
heavily reliant on emotions. For this reason, in teaching English to preschool-aged
children, teachers use simple methods that make full use of the surrounding objects,
flashcards, and other teaching materials.
For example, when teaching words like “banana” and “apple,” teachers can
show real fruits and at the same time introduce color-related vocabulary. In order to
organize engaging lessons, they teach the use of objects in the classroom in a foreign
language.
Of course, the teacher’s methodology plays a significant role in using such tools.
For instance, when teaching specific vocabulary, the teacher first shows the object and
encourages the child to say the word. Then, students repeat the pronunciation, and to
reinforce the word, the teacher uses flashcards with pictures and makes them repeat the
word again. To teach vocabulary, teachers define the content of the text and, to capture
students' attention, pronounce the words together with the children and draw pictures
of the words on the board to make the lesson more engaging.
In the process of learning a foreign language, children begin to develop listening,
speaking, reading, and writing skills in that language. At the same time, their
worldviews expand, and their memory, thinking, and logical abilities are enhanced.
Young learners primarily acquire language through hearing and speaking. Listening
serves as the foundation for speech development. If a child listens carefully to the
teacher’s speech, they will imitate their pronunciation, tone, and rhythm. These factors
help them master the language more quickly and naturally.
TEACHING THROUGH GAMES AND SONGS
It is important to remember that children love playing. Especially at a young
age, their world revolves around games. That’s why incorporating playful activities
into foreign language lessons significantly increases interest and effectiveness.
Through games, students are actively involved, their attention is focused, and they
absorb vocabulary and structures unconsciously, without stress or pressure. One
effective method is the “Simon Says” game, which helps students learn imperative
commands in English. For example, commands such as “Sit down,” “Stand up,” “Clap
your hands,” “Touch your nose,” and so on are learned through movement and fun.
Songs are also powerful tools for teaching vocabulary, pronunciation, and
sentence patterns. Children love repeating catchy tunes, and repeating them helps
reinforce language learning. Songs also improve listening skills and make students
more confident in speaking.
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USING DIGITAL TECHNOLOGIES
Modern digital tools have become an integral part of language teaching.
Various online platforms, apps, and educational games—such as YouTube Kids,
Lingokids, ABCmouse, and interactive whiteboards—are widely used in preschool and
primary education. With these tools, teachers can present information in a more
colorful, engaging, and child-friendly way.
For example, animated videos and cartoons in English are particularly useful in
developing listening and comprehension skills. Children not only hear native
pronunciation but also see how words are used in context, helping them better
understand meaning.
CONCLUSION
In conclusion, teaching foreign languages to preschool and primary school
students using modern and engaging methods greatly enhances the learning process.
Methods such as visual aids, games, songs, and digital tools make lessons more
effective and enjoyable. Teachers must be creative, patient, and skillful in choosing
methods suitable for young learners. It is only through such tailored approaches that
students can build a strong foundation in foreign languages, especially English.
Moreover, fostering interaction between the teacher and learners plays a crucial
role. The teacher’s speech acts as a model and a communicative bridge, helping to
create a positive classroom environment where learners feel safe to express themselves.
Encouraging communication through everyday classroom language, praise, and
interactive tasks lays the groundwork for strong oral skills.
Ultimately, the success of language instruction at early stages depends not only
on the materials used but also on the teacher’s enthusiasm, professional competence,
and ability to adapt methods to students’ needs. With consistent, thoughtful, and
student-centered approaches, young learners can develop a solid linguistic foundation
that supports further learning in later stages.
REFERENCES:
1. Brewster, J., Ellis, G., & Girard, D. (2002). The Primary English Teacher's
Guide. Penguin English.
2. Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge
University Press.
3. Pinter, A. (2006). Teaching Young Language Learners. Oxford University
Press.
4. Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language
Learning (3rd ed.). Cambridge University Press.
5. Harmer, J. (2015). The Practice of English Language Teaching (5th ed.).
Pearson Education.
T A D Q I Q O T L A R
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ISSN:3030-3613
6. Brown, H. D. (2007). Principles of Language Learning and Teaching (5th ed.).
Pearson Longman.
7. Moon, J. (2000). Children Learning English: A Guidebook for English
Language Teachers. Macmillan Education.
8. Linse, C. T., & Nunan, D. (2005). Practical English Language Teaching: Young
Learners. McGraw-Hill.
