T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_3-to’plam_May-2025
54
ISSN:3030-3613
DIFFICULTIES IN TEACHING FOREIGN LANGUAGES TO YOUNG
LERANERS
Abdullayeva Diyora
, 4 th course
student of Andijan state institute of
foreign languages,
Supervisor:
Jalolova M
Annotation:
The given thesis describes the significant changes in the impact of
education on the mental development of young school-age children, and some of the
problems they face in understanding themselves, and some issues they face in learning
foreign languages and some methodological recommendations for solving them.
Keywords:
Main problems, self-confidence, solution, interactive teaching, and a
useful method.
In an increasingly globalized world, the importance of learning foreign languages
from an early age has become widely acknowledged. Numerous studies suggest that
young learners possess cognitive advantages for language acquisition, such as greater
neuroplasticity and an innate ability to mimic pronunciation and intonation
(Lenneberg, 1967; Singleton & Ryan, 2004). Despite these benefits, teaching a foreign
language to young children presents unique and complex challenges. These difficulties
stem from developmental, psychological, pedagogical, and environmental factors that
affect how children absorb and retain a second language.
One of the primary challenges is related to the cognitive development of young
learners. Children under the age of seven are still developing essential learning skills
such as memory retention, abstract thinking, and attention control (Piaget, 1970). As a
result, traditional language teaching methods that focus on grammar and vocabulary
memorization may not align with their learning capacities. Furthermore, young learners
often have short attention spans, which makes it difficult for them to engage in
prolonged language activities without becoming distracted or restless (Cameron,
2001).
Another significant difficulty lies in the lack of appropriate teaching
methodologies and materials. Many language curricula are designed with older
students in mind and are not adapted to the needs of early learners. This mismatch often
results in reduced motivation and interest among young children, especially when the
content is not interactive or age-appropriate (Brewster, Ellis, & Girard, 2002).
Additionally, insufficient teacher training for early language instruction further
exacerbates the problem. Not all educators are adequately prepared to employ the
playful, immersive, and repetitive techniques that are most effective for this age group.
T A D Q I Q O T L A R
jahon ilmiy – metodik jurnali
https://scientific-jl.com
62-son_3-to’plam_May-2025
55
ISSN:3030-3613
Moreover, environmental factors such as parental involvement and exposure to the
language outside the classroom significantly influence language development.
Children who do not receive reinforcement at home or who lack access to media in the
target language may struggle to retain what they learn in class (Lightbown & Spada,
2013). Language interference from the child’s first language can also create confusion
and hinder fluency.
In summary, while young learners have the potential to achieve high levels of
proficiency in a foreign language, a range of difficulties—both intrinsic and extrinsic—
must be acknowledged and addressed. Identifying and understanding these challenges
is essential to developing effective strategies that support early foreign language
acquisition.
References (APA Style):
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.
Lightbown, P. M., & Spada, N. (2013). How Languages are Learned (4th ed.).
Oxford University Press.
4.
Lenneberg, E. H. (1967). Biological Foundations of Language. Wiley.
5.
Piaget, J. (1970). Science of Education and the Psychology of the Child. Viking
Press.
6.
Singleton, D., & Ryan, L. (2004). Language Acquisition: The Age Factor (2nd ed.).
Multilingual Matters.
